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The  Inauguration  of 

Samuel  Alexander  Lough 

Baker   University 


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Digitized  by  the  Internet  Archive 

in  2012  with  funding  from 

University  of  Illinois  Urbana-Champaign 


http://archive.org/details/inaugurationofsaOObake 


The  Inauguration  of 

Samuel  Alexander  Lough,  A.  M.,  Ph.  D 

as  President  of 

Baker    University 

Baldwin  City,  Kansas 

In  Connection  with  the  Sixtieth  Anniversary  and 
Sixtieth  Annual  Commencement 


May  eleventh  to  fifteenth 
One  thousand  nine  hundred  eighteen 


The  Proceedings 


|HE  inauguration  of  Samuel  Alexander  Lough,  A.  M.,  Ph.  D.,  as 
president,  together  with  the  celebration  at  Commencement  of 
the  Sixtieth  Anniversary  of  Baker  University,  came  at  a  mo- 
mentous time  in  the  history  of  the  nation  and  of  the  University. 
In  these  circumstances  it  was  fitting,  because  of  the  history  and  tra- 
ditions of  Baker,  that  the  dominant  note  of  the  entire  occasion  should 
be  the  pledging  of  the  university  to  Christian  service  and  patriotic  sac- 
rifice for  the  nation. 

MAY  ELEVENTH 

At  the  final  chapel  exercises  on  Saturday  morning,  after  the  recog- 
nition of  honors  in  debate,  oratory,  scholarship,  and  athletics,  the 
address  of  the  day  was  delivered  by  Sarah  Winona  Freark,  A.  B.,  '06. 
As  a  representative  of  "King  Arthur's  Court,"  she  spoke  of  the  chiv- 
alry of  the  knights  of  the  Table  Round,  and  especially  of  the  idealism 
of  Arthur's  warriors,  and  made  a  strong  plea  for  the  following  of  a 
high  and  worthy  ideal  in  the  great  crisis  which  confronts  the  warriors 
of  today. 

In  the  evening,  the  joint  program  of  the  Literary  Societies  was 
held,  an  interesting  feature  of  which  entertainment  was  the  "Conser- 
vation Pageant."  The  dramatic  recital  of  the  Department  of  Public 
Speaking  consisted  of  the  presentation  of  a  three-act  play  by  J.  Hartley 
Manners,  entitled  "Wreckage."  The  proceeds  of  this  performance  were 
given  to  the  Red  Cross. 

MAY  TWELFTH 

Two  notable  messages  were  given  on  Baccalaureate  Sunday;  in 
the  morning,  the  Baccalaureate  Sermon  by  President  Samuel  Alexander 
Lough,  and  in  the  evening,  the  address  by  Thomas  James  Riley, 
Ph.D.,  '00. 

Dr.  Lough  took  as  his  scripture  lesson  the  Fifteenth  Psalm.  The 
words,  "Lord,  who  shall  abide  in  thy  tabernacle?"  he  explained  as 
meaning  "Who  shall  be  the  guest  of  God?"  The  relation  of  host  and 
guest,  he  pointed  out,  is  most  beautiful,  denoting  a  dwelling  together 
in  perfect  trust  and  loyal  friendship.  In  the  answer  which  the  psalm- 
ist gives  to  the  question  as  to  who  is  privileged  to  live  in  the  relation 
of  guest  with  God  is  found  the  special  text  for  the  sermon:  "He  that 
sweareth  to  his  own  hurt  asd  changeth  not."  Dr.  Lough  made  clear 
the  conception  prevailing  among  ancient  peoples  that  there  inhered 
in  the  oath,  as  such,  some  power  to  bind  men  to  truth  and  to  the 
obligation  of  acting  upon  the  truth,  and  then  showed  how  that  con- 
ception survives  in  certain  forms  today.    The  sermon  illustrated  and 


forcibly  brought  home  the  lesson  that  the  perception  of  truth,  rather 
than  the  ceremony  of  the  oath,  carries  with  it  at  all  times  the  obliga- 
tion to  be  the  loyal  servants  of  the  truth.  To  know  and  to  dare  are 
the  conditions  of  being  the  guest  of  God.  In  all  history,  the  speaker 
pointed  out,  the  guests  of  God  have  been  those  who  have  felt  the  obli- 
gation of  acting  the  truth  which  they  perceived,  though  it  be  to  their 
own  hurt,  and  who  have  hesitated  least  when  there  was  danger  that 
it  might  hurt  most. 

The  application  of  this  thought  to  the  problems  of  today  was 
made  by  showing  that  we  who  have  perceived  the  truth  of  democracy 
are  bound  to  act  loyally  upon  our  perception  of  that  truth.  As  Socra- 
tes drank  the  deadly  hemlock  and  Christ  suffered  upon  the  cross  in 
loyalty  to  truth,  so  we  must  hold  ourselves  ready  to  endure  all,  and 
sacrifice  all,  for  the  truth  as  we  see  it. 

The  sermon  was  a  profound  and  stirring  appeal  to  the  conscience 
and  courage  of  our  people. 

Dr.  Riley,  General  Secretary  Bureau  of  Charities,  Brooklyn,  N.  Y., 
at  the  evening  hour,  gave  a  helpful  and  scholarly  address  on  "Religion 
in  Social  Action." 

After  suggesting  the  place  and  importance  of  religion  in  the  new 
industrial  and  political  relationships,  the  speaker  said  that  our  schools, 
hospitals  and  charities  were  born  of  religion  and  the  church  and 
found  their  officers,  staff  and  supporters  chiefly  among  religious  peo- 
ple. The  inspiration  and  spirit  of  modern  social  work  is  religious. 
Not  only  is  this  true,  but  in  keeping  the  poor  and  the  sick  we  serve 
the  Christ  himself  as  is  clearly  stated  in  the  story  of  the  final  judg- 
ment, and,  we  may  even  find  the  Christ  in  our  ministering  to  those  who 
need  us,  according  to  our  poet  prophets. 

MAY  THIRTEEN 

As  the  introductory  feature  of  Class  and  Alumni  Day,  the  "Fare- 
well to  the  College  Buildings"  by  the  Senior  Class  was  an  interesting 
ceremony.  The  Class  made  the  circuit  of  all  the  buildings,  their  com- 
pany of  friends  and  visitors  accompanying  them.  At  each  building  a 
representative  of  the  Class  expressed  the  sentiment  of  his  associates. 
These  buildings,  for  four  years  so  directly  connected  with  the  students' 
coming  and  going,  seemed  to  have  a  personality,  like  to  the  teachers 
and  students  regularly  gathered  there.  The  gift  of  the  Class  to  the 
University  was  a  pleasing  feature.  This  gift  was  the  artistic  and 
substantial  mounting  of  the  old  college  bell,  the  foundation  being  made 
of  varied  colored  boulders  set  in  cement.    A  rich  bronze  tablet  reads: 

OLD  TEN  O'CLOCK  BELL 
Mounted  by 
King  Arthur's  Court 
—1918— 

Ex-Governors  Hoch  and  Capper  were  on  the  "Governors'  program" 

for  addresses  at  eleven  o'clock  a.  m.,  but  both  were  unavoidably  absent. 

W.  R.  Stubbs,  former  governor,  was  present  and  delivered  a  very 


able  address  on  "Kansas  Ideals."  Ours  are  very  high,  not  excelled  by 
those  of  any  other  state  in  the  Union.  Kansas  is  almost  a  puritan  com- 
monwealth. She  adopted  and  wrote  into  her  constitution  the  principle 
of  prohibition  at  a  time  when  it  was  regarded  elsewhere  as  only  an 
empty  dream.  Time  has  demonstrated  its  success  and  its  value. 
Kansas  jails  and  poorhouses  are  empty.  Kansas  is  a  state  with  lofty, 
patriotic  ideals.  In  the  civil  war,  she  sent  more  men  into  the  Union 
army  than  there  were  voters  in  the  state.  In  the  present  Great  War, 
Kansas  is  maintaining  her  record.  Her  people  are  one  hundred  per 
cent  American  and  are  faithfully  doing  their  part. 

Our  national  shipbuilding  program  should  be  greatly  enlarged 
and  millions  of  men  sent  to  Europe,  while  those  of  us  who  cannot  go 
should  give  them  our  whole-hearted  support. 

THE  ALUMNI  LUNCHEON,  at  the  noon  hour,  has  not  had  a  better 
attendance  nor  a  more  genial  and  fraternal  spirit  than  was  shown  this 
year.  Representatives  of  many  of  the  classes  were  present,  the  inaugu- 
ration of  a  fellow  alumnus  being  the  impelling  invitation  for  attend- 
ance. 

THE  ART  EXHIBIT  in  the  Studio  was  a  surprising  display  of 
beauty  in  color  and  design,  wrought  by  clever  hands  directed  by  dis- 
cerning eyes.  The  large  attendance,  during  the  week,  bespoke  the 
appreciation  of  all. 

WHY  MARK  MISSED  COLLEGE 

"Why  Mark  Missed  College,"  a  play  in  four  acts,  the  last  act 
having  two  scenes,  was  presented  in  the  university  gymnasium  in 
the  evening  as  one  of  the  features  of  the  sixtieth  anniversary  cele- 
bration. 

The  play  covered  the  years  of  1858-59,  the  opening  years  of  Baker 
University,  and  depicted  with  historical  accuracy  those  eventful  times. 

It  was  an  intermingling  of  Indians,  Aztecs,  trail  drivers,  free  state 
pioneers,  fire-eating  southerners,  runaway  slaves,  border  ruffians  and 
missionaries,  with  John  Brown,  Jim  Lane,  Horace  Greeley,  Abraham 
Lincoln,  Henry  Barricklaw  and  Werter  R.  Davis,  all  in  the  thrill  of  it. 

And  there  was  plenty  of  romance  too,  with  the  young  life  as  it 
centered  around  the  first  year  of  the  first  college  in  Kansas.  Life  was 
tragic  then  and  the  play  did  not  overlook  that.  It  was  replete  with 
startling  events  and  had  also  many  musical  features  of  the  times. 

The  entire  play  was  written  by  William  Colfax  Markham,  of  the 
class  of  '91,  who  had  on  several  previous  occasions  received  much  hon- 
orable mention  for  historical  work  along  this  line.  Mr.  Markham  also 
planned  the  special  staging  effects  and  the  costumes.  He  was  ably 
assisted  in  presenting  the  play  by  Professors  Geere,  Leach  and  Sharpe, 
of  the  college  faculty,  and  the  actors  were  chosen  mostly  from  the 
senior  class  of  the  university. 

An  orchestra,  under  the  direction  of  Prof.  Rowland,  added  much 
to  the  presentation  of  the  play,  giving  many  selections  of  those  years. 
Between  acts,  a  stereoptican  gave  pictures  showing  the  surroundings 
of  the  college  and  prominent  places  in  the  state  at  that  period. 


THE  CAST 

Dick  Stephens,  proprietor  Santa  Fe  hotel. 

Three  trail  drivers. 

Mexican  helper. 

Tom  Stephens,  son  of  Dick  Stephens. 

Clark  Reynolds,  carpenter  on  the  "Old  Castle,"  the  first  college 
building  of  the  first  college  in  Kansas. 

Werter  R.  Davis,  first  president  of  Baker  University.  During  the 
Civil  war  Reynolds  became  major  and  Davis  the  colonel  of  the  16th 
Kansas  Volunteer  Cavalry. 

Henry  Barricklaw,  one  of  the  founders  of  Baker  University. 

Arthur  Webster,  blacksmith,  now  living,  being  103  years  of  age. 

Jim  Connelly,  owner  of  the  claim  on  which  is  located  the  "Signal 
Oak." 

Mesdames  Stephens,  Webster,  Connelly,  Barricklaw,  Reynolds  and 
Eldridge,  guests  at  the  banquet. 

David  Eldridge,  one  of  the  founders  of  the  town  of  Palmyra. 

Mark  Eldridge,  son  of  David  Eldridge. 

Ruth  Eldridge,  daughter  of  David  Eldridge. 

Sarah  Connelly,  daughter  of  Jim  Connelly. 

Claybourne  Jackson,  a  representative  of  the  "South." 

Negro  servants  at  the  hotel. 

U.  S.  troopers  from  the  fort  at  Leavenworth. 

Border  ruffians. 

Jem  Jenkins,  from  the  "poor  white  trash"  of  Tennessee. 

College  students. 

White  Turkey,  a  Shawnee  Indian. 

MAY  FOURTEENTH 

No  day  of  Commencement  week  was  looked  forward  to  with  more 
interest  by  students  and  friends  of  Baker,  and  none  was  more  im- 
pressive in  its  ceremony  or  notable  for  the  expressions  which  it 
brought  forth,  than  Inauguration  Day.  The  academic  procession  was 
led  by  Judge  Nelson  Case,  president  of  the  board  of  trustees,  with 
President  Lough.  Following  them,  the  delegates  from  other  colleges 
and  universities,  the  trustees  of  the  University,  the  faculty,  alumni 
and  students  proceeded  to  Centenary  Hall,  where  the  inaugural  exer- 
cises were  held. 


The  Inaugural  Programme 

Ten  o'Clock  in  the  Morning 

The  Honorable  Nelson  Case,  LL.  D.,  President  of  Board  of  Trustees, 

Presiding. 
Prelude. 

Processional  Hymn — "Holy,  Holy,  Holy"      -      -      -      John  B.  Dykes 
Invocation         -  The  Reverend  Hillary  Asbury  Gobin,  LL.  D. 

Anthem The  Choir 

The  Induction  Into  Office  of  the  President  Elect 

by  the  President  of  the  Board  of  Trustees 

The  Acceptance The  President  of  the  University 

Prayer         ....  Bishop  William   Orville  Shepard,  LL.  D. 

The  Inaugural  Address. 

Greetings 

Representing  the  Kansas  State  Board  of  Administration 

The  Reverend  Wilbur  Nesbit  Mason,  A.  M.,  D.  D. 
Representing  the  Kansas  Primary  and  Secondary  Schools 
Wilbert  Davidson  Ross,  A.  M. 

State  Superintendent  of  Public  Instruction 
Representing  the  Christian  Press 

The  Reverend  Claudius  Buchanan  Spencer,  LL.  D. 
Editor  of  the  Central  Christian  Advocate 
Representing  the  Association  of  American  Colleges 
The  Reverend  Donald  John  Cowling,  Ph.  D. 

President  of  the  Association  of  American  Colleges 
Representing  the  Association  of  Kansas  Colleges  and  Universities 
The  Reverend  Silas  Eber  Price,  A.  B.,  D.  D. 
President  of  Ottawa  University 
Representing  the   Board   of  Bishops   of  the   Methodist  Episcopal 
Church 
Bishop  William  Orville  Shepard,  LL.  D. 
Representing  the  Alumni  of  Baker  University 
Professor  Ralph  Ray  Price,  A.  M. 

Professor  of  History  and   Civics,  Kansas  Agricultural 
College 
Representing  the  Students  of  Baker  University 

John  William  Wellborn 
Representing  the  Faculty  of  Baker  University 
Charles  Sylvester  Parmenter,  Ph.  D. 
Vice-President  of  the  University 


Two-Thirty  in  the  Afternoon 
President  Samuel  Alexander  Lough,  Ph.  D.,   Presiding. 

Baker  University  Hymn Mrs.  Ida  Ahlborn  Weeks 

Prayer. 

Address      -      "The  College  as  a  Training  Camp  for  Christian  Service" 
The  Reverend  Hillary  Asbury  Gobin,  LL.  D. 

Vice-President  of  De  Pauw  University. 

Address "Christian  Education  and  Patriotism" 

The  Reverend  Henry  Augustus  Buchtel,  LL.  D. 

Chancellor  of  the  University  of  Denver 

Address "Religion    and    the    War" 

The  Reverend  Donald  John  Cowling,  Ph.  D. 
President  of  Carleton  College,  Northfield,  Minnesota 


Doxology. 
Benediction. 


Eight  in  the  Evening 


"America  the  Land  of  Dreams" 

The  Reverend  William  Alfred  Quayle,  LL.  D. 

Bishop  of  the  Methodist  Episcopal  Church 

PRAYER  BY  DOCTOR  GOBIN 

0  Lord  our  God,  our  loving  Father  in  Heaven,  we  thank  Thee  for 
all  Thy  many  blessing  which  have  attended  us  up  to  this  hour.  We  are 
all  the  children  of  Thy  mercy  and  Thy  divine  favor.  While  we  come 
before  Thee  in  the  spirit  of  thanksgiving  and  rejoicing,  we  feel  that 
we  should  acknowledge  with  hearty  repentance  our  many  offenses 
against  Thee  and  Thy  commands.  We  have  sinned  against  the  light 
and  the  guidance  of  Thy  Holy  Spirit.  We  have  been  unworthy  of  the 
love  and  the  sacrifice  of  Thy  beloved  Son,  our  only  and  our  adorable 
Saviour.  We  are  heartily  sorry  for  these,  our  Misdoings,  and  we 
beseech  Thee  to  pardon  us  and  strengthen  us  that  we  may  hereafter 
walk  worthily  of  our  high  calling  in  Christ  Jesus. 

We  thank  Thee,  0  Lord,  that  while  the  world  is  distressed  with  the 
cruelties  of  an  awful  war,  we  are  permitted  to  meet  together  here  in 
this  scene  of  peace  and  prosperity.  But  we  cannot  exult  over  our  happi- 
ness. Our  hearts  are  depressed  by  this  burden  of  sorrow  that  is  now 
crushing  the  nations.  We  are  not  without  our  personal  griefs.  We  have 
seen  our  choice  young  men,  students  we  have  learned  to  trust,  admire, 
and  love,  leave  our  lecture-rooms,  our  laboratories,  and  our  libraries, 
to  respond  to  the  call  of  their  country.  They  have  gone  with  brave 
hearts  and  cheerful  smiles  to  meet  all  the  perils  of  a  soldier's  life. 
Thou  knowest,  0  Lord,  what  a  hidden  grief  they  have  suffered  to  sacri- 
fice their  plans  of  holy  endeavor  in  peaceful  and  constructive  pursuits, 
but  they  have  come  out  of  this  temporary  sorrow  into  a  radiant  devo- 

8 


Hon  to  their  country's  defense  and  the  world's  redemption.  0  Lord  God, 
bless  our  student-soldiers;  bless  all  our  soldier  boys,  be  ever  with  them 
in  the  fulness  of  Thy  power  and  Thy  goodness;  whether  in  camp  or 
field  or  hospital,  may  they  be  fully  conscious  of  Thy  love.  0  Lord,  we 
beseech  Thee  that  this  horrid  war  may  bring  to  this  world  a  lasting 
peace.  May  our  own  country  rise  to  a  higher  sphere  of  blessedness, 
both  at  home  and  abroad. 

"America,  America,  God  shed  His  grace  on  thee, 
And  crown  thy  good  with  brotherhood 
From  sea  to  shining  sea!" 

Blessed  Father,  guide  and  help  us  in  all  the  events  of  this  Com- 
mencement occasion.  We  thank  Thee  for  this  great  day  in  the  history 
of  this  great  school.  We  thank  Thee  that  years  ago  brave  and  noble 
men  with  great  faith  in  Thee  and  great  devotion  to  the  welfare  of 
their  fellow-men  founded  this  institution.  We  thank  Thee  for  the  men 
and  the  women  who  have  labored  here.  We  thank  Thee  for  the  long 
procession  of  students  passing  through  these  halls.  They  have  come 
from  many  conditions  of  life,  but  all  have  been  attended  with  parental 
solicitude,  sacrifice,  and  prayer.  They  have  gone  forth  to  do  their  part 
in  the  testing  affairs  of  life.  We-  thank  Thee  that  they  have  been  a 
great  force  for  righteousness  and  promoters  of  the  Kingdom  of  Christ. 

And  now,  Blessed  Father,  may  Thy  choice  blessings  abide  with  our 
dear  brother  who  now  becomes  the  head  of  this  University.  We  thank 
Thee  for  his  career  as  a  student  here,  for  services  as  a  teacher  here 
and  elsewhere.  We  thank  Thee  for  his  companion  and  all  the  blessings 
of  his  home.  We  thank  Thee  for  the  peculiar  honor  of  his  election  to 
the  presidency  of  his  Alma  Mater.  We  thank  Thee  for  all  our  bright 
hopes  for  his  success  in  this  high  office.  And  unto  Thee,  0  Lord  out 
God,  be  all  our  thanksgiving  and  praise  and  obedience,  now  and  for- 
evermore.  Amen. 

ADDRESS    ON    "THE    UNIFYING    PRINCIPLE    OP    A    COLLEGE 
STANDARD"  AND  FORMAL  INDUCTION,  BY  JUDGE  CASE. 

Music,  painting,  science,  mathematics,  athletics,  each  has  an  essen- 
tial element  which  is  and  necessarily  must  be  in  complete  harmony 
with  every  other  branch  of  learning  which  has  an  essential  element, 
for  knowledge  is  one  and  all  truth  is  harmonious.  A  college  must 
strive  to  discover  and  utilize  a  controlling  force  or  principle  which 
will  place  its  instruction  on  a  basis  of  universal  harmony. 

The  voice  and  the  instrument  must  be  in  tune  and  in  the  same 
key.  The  painter  must  have  a  certain  point  around  which  his  work 
clusters — somewhere  in  the  background  he  must  see  a  streak  of  light. 
The  mathematician,  in  striving  to  raise  his  problem  to  the  nth  power 
will  do  so  without  sacrificing  either  term  of  the  equation.  The  athlete 
will  not  destroy  the  vigor  of  his  mental  powers  in  order  to  secure 
strength  and  activity  of  muscle.  Some  of  our  latent  powers  we  may 
not  be  able  to  develop  at  once,  but  we  do  not  want  an  education  that 

9 


will  make  it  impossible  to  have  them  developed  at  some  time,  or  that 
will  put  our  acquirements  out  of  harmony  with  such  powers  should 
we  seek  their  development. 

Such  an  occasion  as  this  does  not  furnish  the  place  or  the  time 
to  discuss  the  merits  of  a  college  curriculum;  but  it  may  not  be  out 
of  place  to  call  attention  to  some  fundamental  principles  in  a  course 
of  study  and  the  ultimate  ends  at  which  a  college  aims.  A  college  is, 
or  should  be,  much  more  than  a  campus,  and  buildings,  and  faculty, 
and  students.  Carefully  prepared  and  well  matured  plans  should  exist 
for  perpetuating  the  work  it  is  doing  day  by  day,  and  for  extending 
its  influence  so  as  to  reach,  directly  or  indirectly,  every  individual 
within  its  patronizing  territory.  Not  alone  the  young  people  who  are 
fortunate  enough  to  take  a  college  course  of  instruction,  but  their 
parents  as  well  must  be  in  the  eye  of  the  college  authorities.  And 
beyond  that,  the  vast  body  of  young  people  who  never  go,  and  who 
never  plan  and  perhaps  never  care  to  go  to  college,  must  not  be  lost 
sight  of  by  those  whose  business  it  is  to  direct  college  work.  For  in 
some  way  every  citizen  of  the  state  must  be  made  to  feel  that  he  if 
not  uncared  for  by  those  who  deal  with  the  highest  interests  of  uni- 
versal citizenship. 

This  intangible  part  of  the  college  work  which  cannot  be  seen  nor 
handled  will  not  in  any  manner  be  comprehended  by  the  careless 
observer,  nevertheless  it  is  one  of  the  most  valuable  assets  that  a  col- 
lege possesses.  That  this  is  largely  almost  an  undeveloped  field  in 
the  work  of  most  of  our  colleges  can  hardly  be  doubted.  How  it  is  to 
be  made  practical  and  efficient  is  a  serious  problem  calling  for  the 
closest  study  and  the  most  persistent  as  well  as  the  most  patient  effort. 

You  may  deal  with  the  student  in  the  class  room  with  compara- 
tive ease;  but  how  to  touch  and  help  those  out  of  your  sight  and 
beyond  your  reach  is  an  entirely  different  problem.  But  because  it  is 
a  necessary  part  of  a  unified  and  universal  system  of  education  for 
the  whole  people  a  practicable  scheme  for  doing  the  work  must  be 
discovered.  A  principle  which  seems  to  me  an  essential  feature  of 
this  scheme  I  shall  mention  presently. 

The  educator  who  is  to  train  citizens  must  have  a  breadth  of 
vision  as  extended  as  the  range  of  individual  callings.  If  he  is  in 
charge  of  a  college  he  must  prepare  a  curriculum  which  shall  provide 
for  those  branches  which  it  proposes  to  cover,  and  at  the  same  time 
shall  be  a  preparation  for  other  branches  and  departments  of  knowl- 
edge which  may  be  taught  elsewhere.  Baker  is  seeking  to  develop 
scientists,  not  to  ignore  or  dwarf  athletes;  she  desires  to  send  out 
linguists,  but  not  at  the  expense  of  philosophy;  she  wishes  to  furnish 
musicians,  but  not  to  crowd  out  the  mechanics.  Her  purpose  is  to 
make  every  power  she  helps  to  develop  an  element  of  strength  in 
securing  a  perfect  and  harmonious  citizenship.  And  she  believes  this 
can  never  be  done  in  anything  like  a  complete  whole  except  under 
the  controlling  influence  of  a  principle  that  is  universal  and  in  itself 
supreme — one  that  can  use  each  human  power  that  has  been  developed 
in  the  formation  of  a  still  higher  form  of  attainment  that  goes  to 
make  up  the  strongest  constituency  of  human  rights  and  human  cul- 

10 


ture.  The  viewpoint  of  the  college  must  necessarily  adjust  itself  to 
the  ever  widening  horizon  of  human  achievement.  It  must  remember 
that  any  one  of  its  students  may  desire  to  enter  what  now  seems  the 
most  unlikely  field  of  activity;  and  therefore  his  training  here  must 
be  of  a  character  that  will  fit  him  for  taking  hold  of  such  work  when 
he  shall  come  to  encounter  its  privileges  and  its  difficulties.  In  other 
words,  the  student  while  here  must  be  given  an  insight  into  and  a 
taste  for  the  joys  of  the  undiscovered  and  the  undiscoverable.  For 
there  is  no  such  thing  as  the  mastery  of  one  subject  which  has  not 
already  revealed  at  least  the  edge  of  the  outlying  field  which  lies  Just 
beyond.  Ulysses,  as  interpreted  by  Tennyson,  had  this  view  when  he 
said : 

"I  am  a  part  of  all  that  I  have  met; 
Yet  all  experience  is  an  arch  wherethro' 
Gleams  the  untraveled  world  whose  margin  fades 
Forever  and  forever  when  I  move. 
How  dull  it  is  to  pause,  to  make  an  end, 
To  rust  unburnished,  not  to  shine  in  use! 
As  though  to  breathe  were  life." 

I  will  mention  two  controlling  principles  which  are,  as  I  think, 
in  harmony  with  the  subject  to  which  I  have  referred,  each  funda- 
mental, one  in  respect  to  citizenship,  the  other  with  all  human  inter- 
ests and  acquirements. 

I  have  said  that  a  college  should  reach  and  influence  every  indi- 
vidual within  its  patronizing  territory.  But  a  small  proportion  of 
these  people  it  must  do  so  through  the  principles  it  disseminates 
hardly  know  of  the  existence  of  such  an  institution.  If  it  influences 
these  people  it  must  do  so  through  the  principles  its  disseminates 
among  them.  A  college  that  does  not  make  good  citizens  has  failed 
of  its  mission.  "All  men  are  created  equal"  has  a  real  substantial 
meaning  which  we  must  never  permit  to  be  frittered  away.  There  is 
something  more  essential  than  equality  in  weight  and  stature,  more 
valuable  than  real  estate  and  corporate  stock,  more  enduring  than 
bank  accounts  and  commercial  credits.  It  is  not  essential — probably 
not  desirable — that  equality  should  exist  in  respect  to  the  matters  I 
have  named.  But  the  right  to  be  born  in  a  region  where  crime  is  not 
taught  and  practiced,  to  have  the  opportunity  of  breathing  pure  air 
in  infancy,  to  spend  youthful  years  untainted  with  moral  corruption, 
to  enter  life  in  the  years  of  responsibility  for  one's  self  with  business 
vocations  open,  with  social  enjoyments  unfettered,  with  religious  cul- 
ture as  accessible  as  the  air  we  breathe  are  not  mere  privileges  but 
rights  which  God  intended  should  be  the  heritage  of  every  child  born 
into  this  world.  Our  colleges — this  college — must  teach  and  practice 
these  principles.  Let  it  not  be  forgotten  that  America  is  a  democ- 
racy; that  privileged  classes  are  an  exotic  to  our  soil;  that,  after  all, 
the  Declaration  of  Independence  is  not  a  glittering  generality  to 
which  statesmen  are  to  give  no  heed  and  jurists  are  not  to  take  into 
account   in   construing  and   enforcing   our   fundamental   rights.     The 

11 


great  world  conflict  which  has  been  in  progress  for  four  years,  and 
in  which  our  government  has  been  directly  engaged  for  more  than  a 
year  past,  has  emphasized  the  fact,  which  some  of  us  have  believed 
for  a  long  time,  that  what  humanity  needs  is  not  simply  scholars  but 
patriots,  not  so  much  mere  orthodoxy  as  more  Christianity.  Let  me 
reiterate  the  statement,  which  is  not  entirely  new  among  those  who 
assemble  here,  the  mission  of  Baker  is  to  furnish  educated  christian 
patriots;  and,  I  may  add,  it  must  be  a  brand  of  patriotism  that  recog- 
nizes a  human  brotherhood  of  world-wide  extent,  and  a  democracy 
that  is  intended  for  every  human  being.  This  obligation  can  be  dis- 
charged only  by  bringing  our  influence  to  bear  on  our  whole  constitu- 
ency— those  at  home  as  well  as  those  who  enroll  as  students. 

I  have  said  that  the  college  student  must  be  led  to  anticipate  the 
undiscovered  and  undiscoverable.  To  realize  this  aim  requires  the 
consideration  of  some  subject  which  itself  reaches  into  the  infinite 
in  order  that  it  may  co-ordinate  and  bind  in  one  the  various  fields 
of  knowledge  which  are  beyond  the  grasp  of  any  one  individual,  and 
thus  to  inspire  an  effort  on  the  part  of  the  student  to  press  on  for 
an  attempted  mastery  of  those  sublime  problems.  The  realm  of  this 
knowledge  thus  to  be  investigated  will  include  good  citizenship  and 
political  rights,  to  which  I  have  referred,  as  well  as  all  other  branches 
of  knowledge  which  are  considered  profitable  in  perfecting  an  intelli- 
gent and  cultured  people  who  believe  in  and  are  willing  to  help  secure 
the  enjoyment  by  all  men  of  equal  rights  whatever  their  calling  and 
wherever  their  residence  may  be.  We  believe  that  God  Himself  has 
given  us  a  textbook — and  the  only  textbook — which  opens  to  our  vision 
this  infinite  and  ever-broadening  field  for  investigation  and  study.  To 
its  consideration,  and  a  determination  to  gain  an  intelligent  knowledge 
of  the  sublime  truths  which  it  contains,  Baker  University  is  irrevoca- 
bly committed.  We  know  of  no  other  book  which  presents  the  enlarged 
fields  of  human  activities  and  acquirements  which  are  here  portrayed. 
We  look  for  a  raising  of  the  standard  which  shall  mark  the  effort 
expected  to  be  made  to  secure  the  ideal  which  this  book  places  be- 
fore us. 

Dr.  Lough,  it  was  largely  because  of  our  personal  knowledge  of 
you,  gathered  from  an  observance  of  your  life  at  Baker  during  the 
comparatively  long  term  of  years  you  spent  here,  first  as  student  and 
then  as  teacher,  that  induced  the  Board  to  select  you,  rather  than 
some  one  of  the  other  eminent  educators  whom  we  had  under  consid- 
eration, as  President  of  Baker  University  and  leader  of  this  broaden- 
ing movement  which  we  feel  is  especially  demanded  at  this  time. 
Your  life  among  us  as  student  and  teacher  demonstrated  to  our  satis- 
faction your  universal  sympathy  with  struggling  humanity,  your  firm 
faith  in  an  overruling  Providence  interested  in  their  advancement, 
your  deep  conviction  that  God  has  spoken  to  man  through  his  revealed 
word,  and  has  sent  the  one  only  being  who  understands  man's  needs 
and  is  able  to  meet  them,  and  that  this  one  being  is  the  supreme  spir- 
itual and  moral  controlling  force  in  the  universe.  Because  of  your 
possessing  these  qualities,  together  with  a  broad  scholarship,  a  clear 
conception  of  truth,  and  an  unflinching  courage  to  meet  and  conquer 

12 


difficult  problems,  we  welcome  you  to  this  field  of  hard  work,  and  of 
great  possibilities. 

You  are  to  be  the  custodian  and  the  preserver  of  many  of  our 
precious  possessions.  I  now  deliver  to  you  the  charter  of  the  Univer- 
sity, which  is  the  legal  foundation  for  our  existence,  the  keys  which 
will  unlock  the  buildings  that  have  been  placed  on  the  campus  out 
of  the  meager  income  of  a  loving  people  possessed  of  but  a  limited 
amount  of  financial  means  but  rich  in  the  stores  of  brotherly  love, 
and  I  also,  in  so  far  as  I  have  the  power,  place  at  your  disposal  the 
farther  key  of  Opportunity  with  which  we  trust  you  may  unlock  the 
golden  treasury  of  Divine  gifts  from  which  you  may  supply  intellectual 
and  spiritual  food  to  a  no  inconsiderable  part  of  hungering  humanity. 
Dr.  Lough,  I  now  declare  you  President  of  Baker  University  with  all 
the  rights,  privileges  and  responsibilities  belonging  to  that  office. 

ACCEPTANCE  BY  DOCTOR  LOUGH 

With  high  appreciation  of  the  honor  conferred,  a  profound  sense 
of  the  responsibility  involved,  and  a  clear  knowledge  of  the  duties 
imposed,  in  the  fear  of  God  and  the  love  of  boys 'and  girls,  I  accept 
from  you  the  office  of  President  of  this  college.  As  I  trust  God  for 
wisdom  and  strength,  so  I  confidently  rely  upon  the  trustees,  the 
faculty,  the  alumni,  the  students  and  friends  for  that  loyalty  and 
co-operation  without  which  I  know  I  cannot  successfully  do  the  work 
of  this  office.  I  sincerely  ask  and  expect  your  sympathy,  your  prayers, 
and  your  help. 

PRAYER  BY  BISHOP  SHEPARD 

0  Thou  God,  the  Father  of  our  Lord  Jesus  Christ,  in  whose  exam- 
ple and  indwelling  grace  we  find  the  inspiration  of  all  right  motive, 
strength  for  all  service  and  sufficiency  for  all  trial,  grant  thine 
almighty  aid  and  approval  upon  the  honors  here  bestowed  and  the 
endeavors  here  undertaken. 

And  may  Thy  favor  be  manifest  in  the  success  of  the  labors  of 
this  Thy  servant.  And  may  his  service  begun,  continued  and  ended 
in  Thee,  redound  to  Thy  glory  in  the  increase  of  Thy  Kingdom  through 
the  building  of  this  Institution  of  Liberal  Learning  and  Christian  nur- 
ture.  Hear  us  as  we  humbly  ask  in  Christ's  name. 

INAUGURAL  ADDRESS:  "THE  EDUCATIONAL  CHALLENGE  OF 
THE  GREAT  WAR,"  BY  DOCTOR  LOUGH 

We  hear  much  concerning  change  and  modifications  in  different 
phases  of  our  life  after  this  great  war  is  ended.  Life  must  be  different. 
The  war  is  severely  testing  philosophies  and  institutions  and  challeng- 
ing their  very  existence.  We  all  realize  with  rapidly  increasing  clear- 
ness and  certainty  that  everything  is  being  weighed  in  the  balance. 
Whatever  survives  must  survive  by  proving  itself  worthy  in  power  to 
serve,  rather  than  by  profession  and  historic  claim. 

Education    cannot    escape    this    all-inclusive    test    and    challenge. 

13 


Rather  we  must  prepare  to  endure  the  test  and  to  meet  the  challenge 
with  a  bold  confidence  born  of  conscious  power.  We  must  study  to 
discover,  and  then  frankly,  sincerely,  uncompromisingly  and  even  grate- 
fully acknowledge  that  in  which  we  are  found  wanting.  We  must 
study  to  define  the  consequent  challenge  and  set  ourselves  to  work 
to  meet  it. 

In  their  relation  to  human  progress  great  wars  perform  a  two- 
fold function  of  dynamically  related  parts.  They  at  once  express  and 
fashion  great  developing  movements  in  civilization.  In  the  fifth  cen- 
tury before  the  Christian  era,  the  war  between  the  Greeks  and  the 
Persians  both  expressed  and  fashioned  individualism.  Through  mil- 
leniums  of  barbaric  life,  men  had  become  slaves  to  institutions.  This 
condition  had  come  to  full  development  among  the  Persians.  At  the 
same  time  the  counter  tendency  to  individualism  was  growing  and 
maturing  among  the  Greeks.  When  the  Greek  met  the  Persian  at 
Marathon  this  individualism  expressed  itself  and  demonstrated  its 
superiority.  This  expression  was  in  fact  a  revelation  of  the  existence 
and  a  demonstration  of  the  worth  of  the  individual  and  thereby  fash- 
ioned that  which  it  expressed.  It  gained  for  individualism  an  appre- 
ciation and  power  growing  and  permanent.  With  varying  fortunes, 
from  that  day  to  this,  individualism  has  persistently  and  successfully 
challenged  unbalanced  institutionalism. 

In  similar  manner,  a  showing  may  be  made  for  other  great  historic 
wars.  The  long  series  of  wars  resulting  in  the  rise  and  development 
of  parliamentary  and  constitutional  government  in  England;  the 
French  revolution  resulting  in  the  recognition  of  the  interests  of  all 
citizens;  the  American  revolution  resulting  in  the  establishment  of 
the  right  of  a  natural  unit  to  self-government;  and  our  own  Civil  War 
resulting  in  securing  the  integrity  of  the  natural  unit  compatible  with 
flexibility  of  local  self-government,  all  expressed  and  fashioned  great 
movements  or  interests. 

I  do  not  mean  to  suggest  that  war  is  essential  to  expression  and 
development.  It  is  not.  Rather  it  is  incidental.  War  is  the  violent 
issue  of  the  struggle  between  the  intrenched  old  and  the  expanding  and 
advancing  new.  A  perfectly  scientific  handling  of  this  struggle  would 
result  in  the  expression  and  development  of  the  interest  without  war. 
The  present  Great  War  is  expressing  and  fashioning  many  interests. 
Two  of  these  engage  our  attention  at  this  time:  Democracy,  as  the  sane 
and  effective  political  organization  and  rule,  and  that  the  natural 
ground  of  the  moral  claim  must  have  practical  and  effective  recogni- 
tion and  expression.  In  its  expressing  and  fashioning  these  two  great 
interests,  I  find  the  two-fold  challenge  of  this  Great  War  to  education. 

This  war  challenges  education  to  teach  and  give  training  in  democ- 
racy, charged  with  the  spirit  of  brotherhood.  It  is  comparatively  easy 
to  define  both  democracy  and  brotherhood,  but  it  is  very  necessary  to 
study  the  two  in  their  historic  development  in  order  to  realize  that  the 
spirit  of  brotherhood  is  essential  to  vitalize  democracy  and  thereby 
make  it  effective.  The  two  have  been  historically  parallel,  but  altogether 
too  independent  in  development.  We  have  gradually  come  to  think  of 
democracy  as  the  form  and  of  brotherhood  as  the  soul  of  the  ideal  order 

14 


toward  which  we  are  struggling  as  our  goal.  This  war  is  enabling  us 
to  see  clearly,  as  we  have  with  painful  slowness  been  seeing  obscurely, 
that  democracy,  the  outer  form,  has  developed  with  little  or  none  of 
brotherhood,  the  inner  soul.  The  result  is  that  democracy  has  been  com- 
paratively disappointing  in  its  fruits  because  it  has  not  been  vitalized 
with  the  spirit  of  brotherhood,  while  brotherhood  has  been  equally  dis- 
appointing because  it  has  lacked  a  favorable  form  through  which  to 
work  effectively. 

As  in  the  individual  the  egoistic  impulse  precedes  the  altruistic  in 
manifestation  and  development,  so  in  collective  or  social  life  aristoc- 
racy in  form  and  the  assumption  of  special  merit  and  privilege  in  spirit, 
preceded  democracy  and  brotherhood.  This  selfish  aristocracy  has  ruled 
supreme  in  political,  industrial,  and  social  life,  not  simply  for  centuries 
but  for  milleniums.  Consequently  it  has  become  thoroughly  and  exten- 
sively intrenched.  As  the  alert  and  intelligent  individual  gradually 
discovers  that  the  egoistic  motive  and  activity  unseasoned  with  the 
altruistic  motive  and  activity  defeat  their  aims,  so  in  collective  experi- 
ence, we  have  discovered  the  essential  weakness  of  selfish  aristocracy. 
This  expanding  life  has  developed  a  protest  against  aristocracy  which  in 
these  modern  days  has  become  powerful  and  universal.  We  are  demand- 
ing that  aristocracy  in  government  be  banished  and  that  the  world  be 
made  "safe  for  democracy." 

But  in  the  midst  of  this  great  war  to  make  the  world  safe  for 
democracy,  we  are  seeing  clearly  the  need  of  making  democracy  safe 
for  the  world.  We  now  realize  that  the  human  interests  that  moved  the 
protest  against  aristocracy  in  favor  of  democracy  have  been  but  par- 
tially and  imperfectly  served.  We  have  discovered,  too,  why  democ- 
racy has  so  imperfectly  served  us.  Under  the  bitter  conditions  of  aris- 
tocracy, the  exploiters  and  the  exploited  had  the  same  spirit.  The 
exploited  assumed  that  if  they  could  substitute  the  democratic  for  the 
aristocratic  form,  all  would  be  well.  But  in  extensive,  bitter  experience 
we  have  discovered  that  the  new  form  must  have  the  new  spirit.  The 
old  spirit  has  abundantly  demonstrated  its  ability  to  use  the  new  form 
to  serve  its  ends.  Democracy  charged  with  the  old  selfish  spirit  of 
aristocracy,  leaves  men  enslaved  in  fact  while  free  in  name.  While 
claiming  and  sacrificing  to  maintain  the  right  not  to  be  oppressed,  men 
have  found  many  ways  in  which  to  abuse  this  in  using  it  as  privilege 
and  power  to  oppress.  Democracy  which  claims  the  right  not  to  be 
oppressed  will  become  safe  for  the  world  as  it  learns  not  to  interpret 
this  as  the  right  to  oppress.  This  regeneration  can  take  place  only  as 
men  learn  to  vitalize  the  democratic  form  with  the  spirit  of  brother- 
hood. 

The  suggestion  has  already  been  made  that  brotherhood  has  had  an 
evolution  parallel  with,  but  too  much  independent  of  democracy.  We 
now  see  that  brotherhood  is  the  ideal  bond  of  union  and  ground  of  the 
consideration  of  interest.  The  history  of  its  development  is  parallel 
with  the  history  of  mankind. 

In  savage  culture,  the  bond  was  that  of  blood  relationship.  This 
determined  the  limits  within  which  the  interests  of  others  were  consid- 
ered,   In  proportion  as  this  blood  relationship  did  not  exist,  men  felt 

15 


justified  in  disregarding  the  interests  of  their  neighbors  and  even  in 
destroying  the  people,  when  they  did  not  enslave  them.  They  seemed  to 
have  felt  that  it  was  their  sacred  duty  to  exploit  and  kill. 

Through  centuries  and  even  milleniums  of  struggle  the  discovery 
was  made  that  this  order  is  weak  in  power  to  serve  life.  As  this  dis- 
covery was  made,  society  gradually  evolved  into  a  second  stage  of  cul- 
ture, the  barbarian.  In  this  stage,  that  which  dominated  the  savage 
was  still  strong.  Blood  relation  remained  as  the  bond  of  union  and  as 
the  basis  upon  which  interests  were  considered  and  respected.  At  the 
same  time,  the  bond  and  basis  of  respect  was  modified  by  social  condi- 
tion and  in  scope  was  extended  to  national  as  over  against  tribal  bounds. 
To  this  barbarian  stage  belonged  the  great  nations  of  antiquity,  Egypt, 
Babylonia,  Assyria,  India,  China,  the  Medes  and  the  Persians.  The 
blood  relation  binds  them  into  oneness  as  nations  and  social  conditions 
determine  merit  among  themselves.  The  same  blood  guarantees  pro- 
tection against  attack  by  people  of  a  different  blood  and  nation,  but 
social  rank  or  class  distinction  conditions  right  and  privilege  among 
those  of  the  same  nation. 

Centuries  of  barbarian  life  and  culture  gradually  revealed  its  inher- 
ent weakness.  Interests,  neglected  by  the  denial  of  rights  and  the 
enjoyment  of  privileges  by  certain  social  classes,  asserted  themselves 
with  increasing  and  cumulative  power.  The  interests  of  every  citizen 
pressed  with  increasing  effectiveness  for  recognition  as  equally  merito- 
rious with  the  interests  of  any  citizen.  Thus  the  principle  of  brother- 
hood emerged  and  developed  as  a  saner  and  better  bond  of  union  and 
ground  of  reckoning  with  the  interests.  The  best  civilizations  were 
lifted  to  the  civic  plane  of  culture.  In  civic  culture  the  nation  is  still 
the  unit  as  in  barbarian  culture.  The  geographical  bounds  within  which 
men's  interests  are  respected  are  identical  with  national  bounds.  The 
blood  and  social  bonds  continue  strong  but  there  appears  in  highly 
developed  form  the  great  essential  in  brotherhood — merit  or  righteous- 
ness. Henceforth  this  new  and  dynamic  force  is  to  have  a  prominent 
and  transforming  part  in  the  life  and  development  of  man.  This  civic 
culture  found  its  complete  expression  in  the  mature  civilizations  of 
Israel  and  Greece.  For  Israel,  all  men  were  classed  as  Jews  or  Gen- 
tiles. The  interests  of  all  Jews  were  considered  on  the  ground  of  merit 
or  righteousness.  The  interests  of  Gentiles  were  disregarded.  When 
Israel  was  classing  men  as  Jews  and  Gentiles,  the  Greeks  were  doing 
the  same  under  different  names.  All  men  were  either  Greeks  or  bar- 
barians. A  Greek  and  his  interests  were  reckoned  with  upon  the  ground 
of  merit;  the  barbarian  and  his  interests  were  disregarded. 

When  Israel  and  Greece  perished  as  nations,  Christianity  arose, 
ushering  in  the  human  stage  of  culture.  The  vital  element  of  the  human 
is  identical  with  the  vital  element  of  the  civic,  the  bond  between  men 
and  the  basis  upon  which  interests  are  respected  is  brotherhood,  merit, 
righteousness.  The  human  differs  from  the  civic  in  reckoning  all  men 
as  brothers  while  the  civic  keeps  within  national  bounds.  In  the 
thought  of  many,  the  seed  of  human  brotherhood  has  produced  but 
meager  and  disappointing  fruit.  This  is  not  surprising.  It  could  pro- 
duce no  better  fruit  than  the  possibility  of  the  soil  in  which  it  was 

16 


planted.  The  soil  needed  to  be  improved.  The  history  of  the  last  two 
thousand  years  has  been  the  history  of  the  comparative  divorce  between 
the  political  and  the  moral  and  religious  minds.  Cultures  have  been 
largely  civic  with  the  human  clamoring  for  recognition.  This  condi- 
tion is  emphasized  by  the  antagonism  so  common  between  political  and 
commercial  activity  and  the  missionary  activity  of  the  Christian  church. 

Parallel  with  the  development  of  the  principle  of  brotherhood  has 
been  the  rise  and  development  of  democracy.  Democracy  as  form, 
unvitalized  with  the  spirit  of  brotherhood,  has  been  tested  or  is  being 
tested  and  found  wanting.  Is  this  not  true  of  political  democracy?  No 
better  statement  of  sound  political  democracy  has  been  found  than,  "A 
government  of  the  people,  by  the  people,  and  for  the  people."  It  is  a 
fact  unchallenged  that  modern  government,  democratic  in  form,  has 
been  imperfectly  or  not  at  all,  "for  the  people."  It  is  equally  clear  to 
thoughtful  and  observing  men  that  it  will  not  be  "for  the  people" 
excepting  as  the  form  is  charged  and  vitalized  with  the  spirit  of  broth- 
erhood. Brotherhood  must  be  more  than  a  theory.  It  must  find  active 
and  practical  expression  as  service. 

It  is  equally  clear  that  industrial  democracy  cannot  realize  the 
dreams  and  promises  of  its  champions  unless  vitalized  with  the  spirit 
of  brotherhood.  In  form,  industrial  democracy  means  the  control  of 
the  agencies  and  fruits  of  production  by  the  producers.  It  aims  at  a 
condition  in  which  the  achievement  of  his  own  good  by  any  citizen  will 
harmonize  with  and  minister  to  an  equal  good  of  every  citizen.  Although 
the  agencies  and  results  of  production  may  be  controlled  by  the  produc- 
ers, the  best  results,  that  which  industrial  democracy  aims  at,  cannot 
be  had  unless  the  producers  are  dominated  with  the  spirit  of  brother- 
hood. 

Every  student  of  human  betterment  must  recognize  that  we  need  a 
great  development  and  extension  of  what  is  being  appropriately  called 
"moral  democracy."  This  demands  the  free  and  active  acceptance  of 
and  the  hearty  cooperation  in  all  social  and  industrial  regulations  when 
these  have  been  properly  defined  and  established.  It  is  a  condition  in 
which  men  heartily  accept  and  assume  obligation  as  they  recognize 
value.  Evidently  moral  democracy  cannot  exist  without  the  vital  ele- 
ment of  brotherhood.  In  a  democracy  we  elect  representatives  of  the 
people  to  enact  laws  and  establish  conditions  for  the  common  good. 
Every  citizen  insists  that  every  other  citizen  shall  obey  these  laws  and 
meet  these  conditions.  At  the  same  time  it  is  too  commonly  true  that 
individual  citizens  act  upon  the  policy  of  disobeying  these  laws  and  vio- 
lating these  conditions  as  it  may  suit  their  convenience.  The  only 
possible  remedy  for  this  is  brotherhood,  more  extensive  and  more  inten- 
sive. This  is  the  substance  of  the  Golden  Rule.  Manifestly,  democracy 
cannot  realize  its  aim  excepting  as  it  is  charged  with  the  spirit  that 
will  exact  of  self  all  that  it  demands  of  others.  We  must  realize,  too, 
that  activity  seasoned  with  brotherhood,  is  our  great  and  effective 
demand  for  the  same  service  from  others. 

That  democracy  must  be  vitalized  with  the  spirit  of  brotherhood  is 
self-evident  when  we  consider  it  in  social  and  religious  life.  A  social 
democracy — a  social  life  in  which  no  artificial  discrimination  is  prac- 

17 


ticed  and  no  arbitrary  demands  are  made,  and  a  religious  democracy — 
a  democracy  in  which  every  man  is  recognized  as  standing  before  God 
and  esteemed  among  men  for  what  he  is  rather  than  for  what  he  pro- 
fesses or  for  the  accident  of  racial  or  social  condition,  are  themselves 
brotherhood,  active  and  universal. 

This  war  has  made  prominent  on  an  unparalleled  scale  two  facts; 
that  the  world  is  not  yet  safe  for  democracy,  and  that  democracy  is  not 
yet  safe  for  the  world.  We  have  been  compelled  to  re-examine  the 
whole  cause  and  problem  of  democracy.  On  the  one  hand  there  is  tre- 
mendous resistance  to  its  extension.  On  the  other  hand,  the  quality  of 
democracy  greatly  needs  improving.  In  our  discussion  of  the  evolution 
of  brotherhood  we  brought  out  the  great  need  of  improving  the  quality 
by  securing  an  inseparable  union  between  democracy  and  brotherhood. 
The  avowed  purpose  and  effort  of  the  Germans  to  dominate  the  world 
with  their  autocracy  and  military  imperialism  has  profoundly  per- 
suaded us  that  democracy  is  safe  in  no  quarter  unless  safe  in  every 
quarter.  The  reflection  which  the  war  has  occasioned  has  brought  us  to 
see  and  acknowledge  that  there  are  within  our  democratic  countries 
many  forces  and  conditions  hostile  to  democracy. 

Thus  the  war  has  brought  a  challenge  to  education.  In  all  our 
work  we  should  make  prominent  the  cause  and  fortunes  of  democracy. 
We  must  dwell  more  upon  the  rise  and  development  of  both  democracy 
and  brotherhood.  We  must  somehow  bring  the  young  men  and  women 
going  out  from  our  colleges  to  realize  that  the  common  aim  of  democ- 
racy and  brotherhood  can  be  achieved  only  by  a  union  of  the  two.  The 
most  effective  agencies  for  this  are  historic  study  and  scientific  criti- 
cism of  current  life  and  institutions.  In  addition  to  this,  much  can  be 
done  in  other  ways.  But  however  it  is  done,  the  challenge  is  that  we 
teach  effectively  the  value  of  democracy  vitalized  with  brotherhood. 

Instruction  alone  is  not  sufficient.  If  possible,  students  should  be 
given  positive  and  clearly  defined  experience  in  democracy  vitalized  by 
the  spirit  of  brotherhood.  The  college  has  in  high  degree  favorable 
opportunity  for  making  this  education  an  incident  of  a  real  situation. 
It  can  do  this  by  organizing  its  life  and  activity  upon  the  democratic 
plan.  Wherever  there  is  in  the  concrete  anything  favorable  it  should 
be  encouraged.  Wherever  there  is  anything  undemocratic,  it  should  be 
transformed  or  eliminated  and  the  democratic  put  in  its  place.  There 
has  been  some  fragmentary  experimenting  in  college  democracy.  The 
results  have  not  been  entirely  satisfactory.  But  if  we  once  determine 
that  the  attempts  are  sound  in  principle,  should  we  become  discouraged 
and  give  up  because  in  its  initial  stages  the  results  are  not  perfect? 
The  same  condition  would  compel  us  to  abandon  political  democracy, 
and  the  prospect  will  compel  us  to  surrender  before  we  so  much  as  make 
trial  of  industrial  democracy. 

For  many  reasons  we  must  not  expect  results  to  be  perfect.  Think- 
ing and  doing  of  long  standing  are  antagonistic.  It  will  require  time 
to  throw  off  the  old  and  to  establish  the  new.  First  of  all,  it  is  neces- 
sary to  define,  so  far  as  possible,  under  existing  conditions,  what  the 
sound  democratic  order  of  college  life  is.  Then  we  must  develop  an 
effective  habit  of  obedience  to  this  order  by  an  appeal  to  interest  and 

18 


self-control  rather  than  by  external  pressure  and  control  by  others.  We 
must  emphasize  and  furnish  wholesome  opportunity  for  the  exercise  of 
moral  democracy  among  students.  In  proportion  as  we  succeed  we 
shall  educate  for  a  greatly  improved  citizenship.  In  short,  in  our 
schools  and  colleges  lies  the  hope  of  democracy  vitalized  with  the 
spirit  of  brotherhood.   We  dare  not  prove  slackers. 

This  war  is  expressing  and  fashioning  the  moral  interest,  that 
there  is  a  ground  in  nature  for  the  moral  claim  and  that  the  enrich- 
ment and  empowering  of  life  require  the  practical  and  effective  recog- 
nition and  expression  of  this  claim. 

As  has  been  conceived  and  stated  by  many  persons  and  in  many 
ways  this  war  is  the  tragedy  of  the  moral  collapse  of  Germany.  Her 
strength  has  been  in  the  appreciation  and  application  of  the  physical 
sciences.  The  degree  to  which  she  has  made  these  minister  to  the  life 
of  her  people  in  the  time  of  peace  has  commanded  the  admiration  of 
the  world.  The  gigantic  power  in  war  which  she  has  developed  by  their 
application  is  taxing  the  strength  of  the  allied  world  to  defeat  her.  In 
scholarship  and  learning  Germany  was  strong.  I  shall  soon  note  the 
great  weakness  of  this  scholarship  and  learning.  But  apart  from  this 
one  weakness,  she  was  strong.  Her  schools  attracted  the  students  of 
the  very  nations  now  at  war  with  her.  These  students  returned  with 
the  highest  admiration  and  appreciation  of  the  learning  and  scholarship 
of  the  German  professor.  This  was  not  the  experience  of  the  few  but 
the  common  experience  of  the  many. 

Germany's  weakness  arose  from  making  the  moral  nihilism  of  some 
of  her  philosophers  the  ethical  basis  of  her  governmental  activity.  This 
is  not  a  debatable  charge.  It  is  but  the  recognition  of  a  fact  as  plainly 
and  boastingly  made  by  her  leaders.  Not  for  information,  for  of  this 
we  have  an  abundance,  but  for  emphasis,  I  quote  a  few  of  their  utter- 
ances: 

Herman  in  the  Neue  Rundschau  of  November,  1914,  wrote:  "Kultur 
is  a  spiritual  organization  in  the  world  which  does  not  exclude  bloody 
savagery.    It  is  above  morality,  above  reason,  and  above  science." 

Professor  Lasson  wrote:  "A  state  can  commit  no  crime;  the 
observation  of  treaties  is  not  a  question  of  right,  but  a  question  of 
interest." 

Maximilian  Hardin:  "Is  Germany  strong?  She  is!  Then  what 
are  you  talking  about,  professors  in  spectacles  and  theologians  in  slip- 
pers? Is  there  such  a  thing  as  right?  Have  noble  ideas  any  value? 
What  chimeras  are  you  defending?  One  principle  only  counts,  one  alone 
which  sums  up  all  the  others — Might." 

In  his  "Also  Sprach  Zarathustra"  Nietzsche  wrote:  "Thou  shalt 
not  kill,  thou  shalt  not  steal.'  These  words  were  called  holy  at  one  time. 
Before  them  one  bent  the  knee  and  took  off  one's  shoes.  But  I  ask  you 
where  could  be  found  better  brigands  or  better  assassins  than  were 
these  holy  words?  Is  there  not  robbery  and  murder  in  life  itself? 
.     .     .     Oh,  my  brothers,  break  to  pieces  the  ancient  tablets." 

From  "The  German  Soldier's  Ten  Commandments  of  Iron,"  by 
Lieutenant  Joachim  von  der  Goltz,  I  quote  these: 

"Be  strict  with  the  enemy." 

19 


"Pay  no  attention  to  so-called  international  law." 

"Have  no  pity  for  old  men,  women,  or  children." 

All  this  is  in  keeping  with  the  now  notorious  instructions  of  Empe- 
ror William  to  his  troops,  leaving  for  China  in  1900,  an  utterance 
which  must  forever  brand  him  as  a  barbarian:  "Give  no  quarter;  be 
as  terrible  as  the  Huns  of  Attila." 

Germany's  philosophy  of  moral  nihilism  is  her  weakness.  Her 
national  conduct  based  upon  this  philosophy  is  her .  crime  against 
humanity,  the  blackest  page  in  history.  Never  are  protest  and  con- 
demnation of  national  perfidy  so  powerful  and  universal  as  the  allied 
world  is  now  making  against  that  of  Germany.  The  essential  unsound- 
ness and  weakness  of  conduct  in  contempt  of  moral  law  are  being 
indelibly  stamped  upon  the  minds  of  the  world  by  Germany's  course  of 
frightfulness  and  crime.  It  is  the  greatest  example  in  the  history  of 
man  of  "things  at  their  worst  must  cease."  The  allied  world  is  saying 
with  a  determined  earnestness  and  an  unparalleled  sacrifice,  "The  Hun 
must  be  defeated!"  May  we  not  hope  that  out  of  the  awful  experiences 
of  this  war  we  will  come  not  only  with  the  Hun  utterly  defeated,  but, 
in  his  defeat,  more  clearly  than  ever  before  recognizing  that  the  moral 
claim  must  be  practically  honored  in  all  relations  and  interests  as  well 
as  in  international.  Never  again  may  the  nature  and  permanency  and 
the  essential  place  in  life  of  the  moral  law  be  debated.  Germany's 
crime,  so  far  from  confirming  her  philosophy,  has  forever  established 
the  necessity  and  supremacy  of  morality.  When  this  Great  War  shall 
have  become  history,  the  entire  world  will  see  anew  that  "He  maketh 
the  wrath  of  man  to  praise  Him." 

But  to  ignore  significant  facts,  however  unpleasant  and  humiliat- 
ing they  may  be,  is  weakness.  Moral  nihilism  has  not  been  confined  to 
Germany.  Germany  has  harvested  the  mature  fruit  by  expressing  it  in 
her  national  conduct.  But  the  seed  had  been  sown  and  the  plant  had 
begun  to  thrive  in  nations  now  fighting  it  as  humanity's  great  enemy. 
We  ourselves  did  not  by  any  means  escape  its  insidious  attack.  The 
philosophy  was  accepted  and  taught  in  some  of  our  schools  and  colleges. 
The  philosophy  of  Nietzsche  had  found  favorable  reception.  His  writ- 
ings were  commended  to  students  with  manifest  approval.  In  some 
instances  his  moral  nihilism  was  defended.  He  was  hailed  as  the  great 
and  victorious  champion,  giving  the  final  death  blow  to  the  contention 
that  the  moral  claim  has  a  real  and  permanent  place  in  nature.  This 
was  reflected  in  a  manner  familiar  to  students  throughout  the  country. 
The  common  question,  "Is  there  any  absolute  standard  in  morality?" 
was  commonly  answered,  "No."  In  making  this  answer,  it  was  ordi- 
narily meant  that  there  is  no  permanent  basis  for  the  moral  claim.  If 
by  the  question  we  mean  to  ask,  "Is  there  any  permanent  basis  in  nature 
for  the  moral  claim?"  the  answer  must  be,  "Yes."  All  historic  stand- 
ards simply  embody  partial  and  fragmentary  interpretations  of  this 
natural  basis.  Consequently,  if  by  the  question  we  mean  to  ask,  "Is  any 
historic  interpretation  of  nature's  claim  permanent  and  final?"  the 
answer  must  be,  "No."  We  would  escape  this  blunder  if  we  would  once 
clearly  recognize  that  we  must  ask  no  more  of  moral  science  than  w* 
ask  of  physical  science.    The  historic  interpretations  of  nature's  claim. 

20 


in  the  physical  order  are  also  fragmentary  and  imperfect.  But  nature's 
claim  is  not  imperfect  and  is  not  doubtful.  And  nature's  claim  in  the 
moral  order  is  definite  and  precise.  Oar  problem  in  ethical  science  is 
to  make  our  interpretation  more  accurate  and  precise. 

Let  not  those  outside  of  school  and  college  be  over-ready  to  condemn 
the  teachers.  They  were  but  reflecting  in  their  philosophical  learning 
that  which  was  extensively  practiced  in  political  and  industrial  life. 
This  condition  was  thoroughly  dramatized  by  Mr.  Churchill  in  his  book, 
"A  Far  Country."  Some  of  the  criticisms  on  this  dramatization  empha- 
sized the  presence  of  the  monster.  The  author  was  criticized  for  get- 
ting into  the  field  rather  late.  We  were  all  so  familiar  with  the  condi- 
tions dramatized  that  the  book  made  no  revelations.  The  fact  is,  there 
has  gradually  grown  up  among  us  a  vast  library  dealing  with  it  in  its 
various  forms  and  fields  of  activity.  We  had  legislated  against  it.  The 
power  of  our  courts  was  taxed  to  the  limit  in  dealing  with  it.  Great 
masses  of  our  citizens  were  organizing  to  fight  the  results  of  the  mon- 
ster's activity.  I  say  results,  rather  than  the  thing  itself,  for  too  often 
moral  nihilism  was  used  in  fighting  moral  nihilism.  We  must  see 
clearly  that  this  destructive  philosophy  expresses  itself  under  either  or 
both  of  two  conditions.  In  its  rankest  form  it  will  exploit  the  interests 
of  others  in  violation  of  a  formal  treaty  or  agreement,  provided  it  is 
strong  enough.  In  milder,  but  no  less  destructive  form  it  will  exploit 
the  interests  of  others  where  there  is  no  formal  agreement  to  respect 
them,  because  it  has  the  power  to  do  it.  Conduct  to  be  free  from  taint, 
must  respect  interests  in  proportion  as  they  are  seen  to  be  interests. 
Before  this  war,  was  all  our  political  and  industrial  life  moving  on  this 
high  plane?  Were  all  our  political  and  industrial  agents  even  conced- 
ing that  it  should?  Were  the  interests  of  the  innocent  and  weak  ever 
exploited  by  the  shrewd  and  strong  when  there  was  no  formal  agree- 
ment to  interfere?  Were  they  ever  exploited  in  spite  of  formal  agree- 
ment? 

Let  us  be  clear.  Our  complaint  against  Germany  is  not  that  she  is 
consciously  strong.  Under  the  circumstances  this  is  our  regret.  Our 
complaint  is  that  she  boastingly  proposes  to  substitute  her  might  for 
right.  We  are  insisting  that  the  principles  of  individual  and  private 
morality  must  be  the  principles  of  collective  and  public  morality,  that 
what  is  binding  between  individuals  is  equally  binding  between  nations. 
Are  we  ready  to  insist,  as  we  now  surely  see,  that  what  is  wrong  in 
international  relations  is  equally  wrong  in  political  and  industrial 
relations? 

These  facts  and  conditions  confront  our  schools  and  colleges  with 
a  great  challenge.  We  must  give  more  attention  to  the  science  and  art 
of  conduct.  While  in  no  sense  neglecting  other  sciences  and  interests, 
we  must  teach  morality  more  than  we  have  been  teaching  it.  This 
teaching  should  by  no  means  limit  itself  to  stating  and  enforcing  moral 
precepts.  This  has  a  place,  but  in  teaching,  ethics  must  be  put  thor- 
oughly and  universally  among  the  sciences,  and  the  art  of  living  among 
the  arts. 

The  fundamental  contention  of  ethics  as  a  science,  that  the  moral 
claim  is  grounded  in  nature,  must  be  made  clear  and  so  presented  as  to 

21 


command  universal  acceptance.  This  demands  the  recognition  of  the 
moral  phase  of  the  order  of  nature  as  well  as  of  the  physical.  It  must 
be  shown,  for  instance,  that  the  law  of  justice  is  as  natural  and  binding 
in  the  moral  order  as  is  the  law  of  gravitation  in  the  physical  order. 
We  may  be  told  that  justice  is  an  abstraction.  Certainly  it  is.  So  also 
is  gravitation.  But  there  exists  as  concrete  in  nature  a  class  of  facts 
of  which  gravitation  is  an  abstraction,  the  mutual,  or  reciprocal  pull 
between  bodies.  So  in  the  moral  phase  of  nature  there  is  a  class  of 
facts  of  which  justice  is  an  abstraction,  the  pull  of  mutual  or  reciprocal 
interests.  Just  as  certainly  as  we  can  not  have  a  physical  order  of 
things  without  the  pull  which  we  call  gravity,  so  certainly  we  cannot 
have  a  moral  order  of  people  without  the  pull  of  interests  which  we  call 
the  demands  of  justice.    They  are  equally  phases  of  nature. 

While  there  is  a  nice  inter-relation  between  the  physical  and  the 
moral  orders,  which  needs  not  to  be  discussed  at  this  time  and  for  our 
present  purpose,  the  one  cannot  be  a  substitute  for  the  other.  The 
physical  no  more  for  the  moral  than  the  moral  for  the  physical.  We 
must  study  the  physical  wherever  physical  forces  are  at  work,  in  the 
order  of  things.  We  must  study  the  moral  where  moral  forces  are  at 
work,  in  the  order  of  interests.  This  order  is  eternally  existent  poten- 
tially, and  actually  existent  wherever  man  lives  in  relation  to  man. 

From  a  scientific  study  of  the  facts  of  the  order  of  interests,  we 
must  draw  our  inferences  and  then  return  to  this  order  to  verify  our 
conclusions.  In  this  way  we  should  deal  with  all  our  interests  and  con- 
sequent moral  demands.  Our  young  people  should  be  taught  and 
brought  to  realize  that  moral  laws  are  not  mere  conventions  but  an 
order  of  nature,  that  sound  conduct  is  not  elective  but  a  relentless  yet 
beneficent  requirement  of  nature,  that  it  is  not  artificial  and  arbitrary, 
but  natural  and  constitutional. 

As  in  the  physical  order  we  teach  and  train  in  the  application  of 
principles,  discovered  in  science,  in  the  industrial  and  fine  arts,  so  in 
the  moral  order  in  addition  to  the  science  of  ethics,  we  must  teach  and 
train  in  the  application  of  the  principles  discovered  to  the  art  of  con- 
duct. Here  as  elsewhere,  science  must  serve  to  justify  its  existence. 
Here  also  we  should  try  to  make  education  an  incident  of  a  real  situa- 
tion. As  we  seek  to  make  our  college  machine  shops  models  in  indus- 
trial art  and  agencies  for  training  master  workmen  in  these  arts,  so  we 
should  try  to  make  the  college  community  a  model  in  the  art  of  con- 
duct, and  thereby  an  agency  for  training  masters  of  conduct  for  life. 

In  our  plans  and  expectations  we  must  not  think  that  we  can  lift 
the  moral  conditions  of  the  college  community  too  much  above  the  level 
of  the  moral  life  of  the  time  outside  the  college  community.  But  we 
may  organize  the  moral  sense  of  the  life  of  the  time  so  as  to  give  it  a 
favorable  opportunity  to  reveal  and  thereby  demonstrate  its  value  to 
serve  our  interests.  The  college  community  is  favorable  for  this,  since 
it  is  comparatively  free  from  some  of  the  antagonizing  influences  of 
ordinary  life.  Herein  the  college  should  strive  to  do  in  moral  education 
a  work  similar  to  that  which  it  is  already  doing  in  turning  out  leaders 
and  specialists  in  the  industrial  arts.  That  is,  the  college  should  send 
out  individualized  members  of  society,  leaders  and  redeeming  centerp 

22 


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of  influence  in  the  human  struggle  to  realize  the  Kingdom  of  God  on 
earth.  This  war  has  revealed  this  demand.  Society  everywhere  should 
enforce  this  demand  upon  the  colleges.  Less  than  two  per  cent  of  our 
citizens  go  through  our  colleges  and  universities.  From  this  two  per 
cent  come  seventy-two  per  cent  of  our  leaders.  Manifestly  we  must  look 
to  the  colleges  for  specially  trained  moral  leaders.  Is  it  not  possible 
to  bring  it  about  that  young  men  and  young  women  will  more  exten- 
sively enter  the  college  for  moral  training  and  study,  as  they  do  for 
industrial  and  professional  training  and  study? 

Surely  we  must  admit  that  this  Great  War  has  made  it  clear  that 
we  are  strong  in  all  material  development  but  comparatively  weak  in 
moral  development.  The  moral  nihilism  of  Germany  without,  and  the 
spirit  of  profiteering  within,  join  in  declaring  that  moral  education  is 
the  great  need  of  the  twentieth  century.  We  must  stress  more  and  more 
the  science  of  ethics  and  the  art  of  living. 

GREETINGS 

By  Doctor  Mason, 

Representing  the  Kansas  State  Board  of  Administration 

Mr.  Chairman,  President  Lough,  Distinguished  Visitors  and  the  Many 

Friends  of  Baker  University : 

I  am  here  as  a  member  of  the  Board  of  Administration  of  the  State 
of  Kansas.  This  Board  has  charge  of  the  educational,  charitable  and 
penal  institutions  of  this  commonwealth.  In  its  behalf  on  this  auspi- 
cious occasion  I  bring  greetings  to  this  Board  of  Trustees,  to  this  Col- 
lege, and  to  this  man  of  God,  with  vision  clear,  character  clean,  purposes 
high  and  compelling.  To  President  Lough  and  to  this  group,  interested 
in  the  forward  movement  of  this  institution,  I  would  urge  that  you 
carry  into  concrete  practice  the  ideals  so  splendidly  presented  in  the 
masterly  inaugural  address.  A  college  of  this  type  should  stand  for  at 
least  two  things.  First  of  all  is  sane  and  wholesome  thinking.  In  the 
stress  and  confusion  of  this  appalling  time,  there  is  especial  need  that 
the  college — separated  somewhat  from  the  turmoil  and  strife  of  war — 
shall  think  clearly  on  the  problems  confronting  our  day  and  shall  set 
forth  ideals  for  men  to  follow.  To  think,  to  see,  to  command,  to  lead — 
these  are  the  tasks  of  the  college.  The  need  that  these  things  be  done 
is  now  urgent. 

When  the  wife  of  the  National  Food  Administrator  can  stand  before 
a  great  convention  of  representative  women,  as  recently  happened,  and 
can  say  that  she  "would  as  soon  hear  a  beautiful,  refined  looking  lady 
blaspheme  God  as  to  see  her  eat  a  piece  of  cake  which  she  knows  is 
made  of  wheat  flour,"  the  time  has  come  for  sane  thinking.  Such  con- 
fusion of  the  spiritual  with  the  material  things  of  life  will  inevitably 
plunge  us  into  crass  materialism,  the  philosophy  of  the  Hun.  As  there 
is  need  of  sanity  in  thought,  there  is,  as  President  Lough  has  so 
strongly  and  convincingly  said,  need  of  emphasis  on  the  supreme  author- 
ity of  religion  in  the  upbuilding  of  life.  This  college  was  born  of  this 
ideal,  and  through  the  years  has  sought  to  maintain  the  ideal  of  put- 
ting into  life  thos«  principles  that  find  their  best  expression  in  religion. 

23 


It  is  a  joy  to  believe  that  this  great  State  of  Kansas  is  seeking  in 
all  its  activities  to  carry  out  these  principles.  I,  as  representative  of 
the  Board  having  charge  of  the  institutions  maintained  by  the  State, 
bring  greetings  to  this  institution  maintained  by  private  interests, 
earnestly  believing  that  education  is  not  dual — secular  and  religious — 
but  one  in  its  emphasis  on  the  essentially  spiritual  nature  and  purpose 
of  all  education.  This  is  the  task  you  are  seeking  here  to  do.  Not  only 
here,  but  at  the  University  of  Kansas,  at  the  Agricultural  College,  at  the 
State  Normal,  at  the  Manual  Training  Normal,  at  Port  Hays  Normal. 
This  same  spirit  animates  our  state  charitable  institutions  in  their  min- 
istry to  the  unfortunate.  Even  the  penal  institutions  at  Lansing,  Hutch- 
inson, Topeka  and  Beloit,  gather  together  for  a  time  those  that  have 
offended  the  laws  of  society,  and  after  a  new  girding  with  moral  princi- 
ple send  them  out  with  a  new  grip  on  life.  I  bear  greetings  to  Baker 
University  that  is  doing  valiant  service  in  giving  to  manhood  and 
womanhood  a  clear  vision  and  new  strength  for  tomorrow  and  its  tasks. 
In  this  high  enterprise,  I  bid  you,  President  Lough,  and  this  institution, 
most  hearty  Godspeed. 

By  Superintendent  Ross, 

Representing  the  Kansas  Primary  and  Secondary  Schools 

Mr.  Chairman,  Mr.  President,  and  Friends  of  Baker  University : 

At  the  unveiling  of  the  Thorwaldsen's  statue  of  Christ,  the  great 
Danish  sculptor  broke  down  and  wept.  Afterward  in  explaining  to  his 
friends,  he  told  them  that  he  had  been  overwhelmed  by  the  realization 
that  having  attained  his  ideal,  he  could  never  again  create  a  great  work 
of  art.  As  you,  Mr.  President,  have  so  eloquently  emphasized,  this  insti- 
tution in  spite  of  its  great  impress  upon  the  history  of  the  State,  it  may 
be  said  to  its  credit,  has  never  yet  attained  its  ideal.  Nor,  so  long  as 
it  is  guided  by  wise  heads  and  hands,  can  it  ever;  rather  will  the  per- 
fect product  of  its  dreams  always  lie  in  the  future  alluring  and  inspir- 
ing to  greater  service  and  nobler  achievement.  The  form  and  face  and 
life  of  Christ  furnish  a  fixed  and  constant  measure  of  perfection  which 
when  once  reached  leave  nothing  more  to  be  attained.  But  not  so  a 
social  institution.  The  appearance,  the  characteristics,  the  very  soul  of 
such  an  institution  must  ever  change  to  meet  new  conditions  and  a 
changed  environment. 

Baker  University  can  be  and  do  only  what  the  public  schools  of 
Kansas,  the  source  of  its  raw  material,  make  it  possible  for  Baker 
University  to  be  and  do.  And  so  for  the  brief  moment  this  is  mine,  I 
want  to  say  a  word  or  two  about  the  public  schools  of  Kansas  for  the 
future.  They  must  be,  as  other  things  must  be  as  the  result  of  this 
great  war,  able  to  readjust  and  reorganize;  but  two  things  in  particular 
must  happen  to  them.  They  must  be  prepared  to  render  more  unselfish 
and  more  complete  service  to  the  state  and  to  the  nation.  As  Doctor 
Lough  so  feelingly  expressed  his  aspirations  for  the  future  brotherhood 
of  man,  I  could  but  think  of  the  little  French  girl  in  the  schools  where 
the  children  are  going  amidst  bursting  shrapnel  and  wearing  gas 
masks,  who  in  one  of  her  school  exercises  wrote: 

24 


"In  France  there  is  a  little  stream,  almost  a  brook;  it  is  called  the 
Yser.  One  could  talk  from  one  side  to  the  other  without  raising  one's 
voice,  and  a  little  bird  could  fly  over  it  with  one  sweep  of  its  wings. 
And  on  the  two  banks  there  were  millions  of  men,  the  one  turned 
toward  the  other,  eye  to  eye.  But  the  distance  which  separated  them 
was  greater  than  the  stars  in  the  sky;  it  was  the  distance  which  sepa- 
rates right  from  injustice. 

"The  ocean  is  so  vast  that  the  sea-gulls  do  not  dare  to  cross  it. 
During  seven  days  and  seven  nights  the  great  steamships  of  America, 
going  at  full  speed,  drive  through  the  deep  waters,  before  the  light- 
houses of  Europe  come  into  view;  but  from  one  side  to  another  the 
hearts  are  touching." 

When  this  war  ends  we  must  touch  hearts  in  the  throb  of  human 
brotherhood,  not  only  with  the  people  of  France  but  with  the  people  of 
all  the  world,  and  we  must,  as  we  alone  of  the  nations  shall  be  able  to 
do,  hold  out  the  hand  of  guidance  and  direction  of  leadership.  The  obli- 
gation that  rests  upon  our  schools  is  to  prepare  for  that.  And  they 
must  do  it  by  instilling  a  spirit  of  unselfish  service  that  shall  take  the 
place  of  individualism  and  selfishness  that  has  been  all  too  character- 
istic of  our  education  and  our  life.  Our  pupils  must  cease  to  look  upon 
the  public  schools  as  offering  a  selfish  individual  opportunity  and  must 
come  to  regard  them  as  the  place  to  prepare  for  the  privileges  and 
duties  of  high  citizenship. 

The  other  night  at  a  commencement  exercise  where  two  of  the 
seniors  in  high  school  gave  the  salutatory  and  the  valedictory,  respect- 
ively, the  subject  of  the  valedictory  was  "For  Value  Received,  I  Promise 
to  Pay."  It  was  the  first  time  that  I  had  ever  heard  a  pupil  in  the  pub- 
lic schools  of  Kansas  acknowledge  that  she  owed  a  debt  for  the  educa- 
tional opportunities  that  had  been  hers  and  promise  to  pay  it.  But  in 
order  that  this  spirit  may  carry  over,  we  of  the  older  generation  must 
quit  paying  our  school  tax  as  a  duty  and  merely  to  educate  our  children; 
we  must  pay  it  as  an  investment  to  educate  the  children  of  all  the  peo- 
ple and  look  upon  the  opportunity  to  do  so  as  a  chance  to  render  patri- 
otic service.  And  the  schools  themselves  must  be  more  liberally 
equipped  and  more  effectively  manned.  It  is  a  startling  fact  that  29 
per  cent  of  the  flower  of  our  young  manhood  that  had  been  called  to  the 
colors  had  to  be  sent  home  because  of  physical  defects,  most  of  which 
could  have  been  removed  or  relieved  had  they  been  recognized  and 
treated  in  childhood.  This  means  that  as  a  part  of  our  education  we 
must  have  nurses  to  preserve  the  physical  well-being  of  the  material 
that  comes  to  this  great  institution  and  others  like  it.  And  then  again, 
500,000  of  these  same  young  men  of  draft  age  can  neither  read  nor 
write  the  English  language.  In  this  country  altogether  there  are  five 
million  people  who  cannot  do  so.  In  the  single  city  of  Cleveland,  with 
a  voting  population  of  140,000,  85,000  of  these  voters  can  neither  read 
nor  write  the  common  language  of  the  land.  When  we  have  taught  all 
the  generations  to  follow  to  read  and  write  the  English  language  our 
trouble  with  prefixes  and  suffixes  and  hyphens  will  have  been  removed, 
but  not  before. 

So,  Mr.  President,  in  the  name  of  these  schools  that  are  to  be,  I 
bring  greetings,  congratulations  and  all  good  wishes  in  the  great  work 

25 


you  are  doing  by  your  high  standards  of  scholarship,  your  noble  ideals 
of  citizenship  and  your  splendid  examples  of  Christian  character. 

By  Doctor  Spencer, 
Representing  the  Christian  Press 

Mr.  President  of  the  Board  of  Trustees,  and  Mr.  President  of  Baker 
University  : 

I  count  myself  very  happy  to  be  able  to  represent  the  Christian 
press  in  bringing  greetings  to  Baker  University  as  she  opens  a  new 
chapter  in  her  history  and  to  bring  the  greetings  which  well  from  my 
heart  to  the  man  who  has  been  chosen  to  lead  Baker  University  into 
her  newer  and  larger  attainments.  The  press  comes  from  everywhere; 
the  press  is  the  mark  of  human  universality.  The  other  morning  my 
stenographer  placed  in  my  hands  the  morning  mail.  The  first  letter  I 
opened  was  written  from  the  hot  plains  of  India  and  said,  "The  Ganges 
flows  a  little  more  swiftly  since  I  have  caught  sight  this  morning  of  the 
old  Central."  The  next  letter  had  for  a  postmark  the  sphinx  and  pyra- 
mids and  was  written  from  one  of  our  American  schools  at  work  in 
Egypt.  And  the  next  envelope  I  opened  was  from  West  China,  there  in 
the  very  fringes  of  Thibet,  and  so  on.  It  is  out  of  such  lands  as  these  I 
come  to  bring  the  greetings  of  the  Christian  influence  throughout  the 
world  to  this  place  and  to  this  man,  and  this  institution  whose  sons  and 
daughters  are  everywhere. 

Baker  University  needs  no  encomium  but  to  point  to  her  sons.  I  am 
honored  by  this  opportunity,  but  I  feel,  blended  with  it,  a  deep  sense  of 
responsibility,  Mr.  President;  for  as  never  before,  have  the  eyes  of  the 
world  been  so  turning  to  the  Christian  college.  We  are  seeing  upon  a 
very  bloody  stage  what  is  the  outcome  of  a  non-Christian  education.  I 
am  glad  that  they  spell  Kultur  some  other  way  than  with  a  C.  For  I 
do  not  wish  to  identify  that  word  with  the  word  culture  as  Christianity 
understands  it.  Our  American  boys  have  gone  over  to  Germany  to  take 
the  germs  out  of  Germany.  But  we  must  also  take  the  same  kind  of 
germs  out  of  our  education.  I  was  reading  only  last  evening  in  the  last 
copy  of  "The  Nation"  an  article  by  one  of  our  eminent  educators  which 
goes  on  to  show  the  downfall  of  materialistic  education  and  that  the 
world  of  education  has  got  to  come  back  to  a  deeper  note  of  spiritual- 
ity. We  have  got  to  bring  back  Him  to  our  class  rooms  as  Agassiz  and 
Drummond  and  Hopkins  and  Olin  knew  Him  and  taught  Him.  We 
have  got  to  bring  Him  back  to  our  education  as  He  must  be  brought 
back  to  the  world. 

The  next  Sunday  after  the  British  Empire  entered  into  the  war,  I 
stepped  into  old  St.  Paul,  that  noble  heart  of  the  empire,  to  attend 
worship.  It  seems,  as  I  look  back  upon  it,  as  if  there  were  acres  of 
people,  and  when  those  prayers  were  being  offered  for  the  success  of  the 
British  arms,  and  all  those  countless  throngs  were  upon  their  bended 
knees,  I  could  but  feel  that  the  projection  of  that  empire  and  all  that 
it  joined  was  upon  the  very  feet  of  God.  When  I  arose,  I  found  that 
I  had  been  kneeling  by  the  grave  of  Wellington.    And  when  the  notes 

26 


of  the  deep  organ  began  to  pour  forth  their  music  through  that  cathe- 
dral, the  whole  mass  began  to  sing  those  words: 

"O  God,  our  help  in  ages  past, 
Our  hope  for  years  to  come, 
Our  refuge  from  the  stormy  blast, 
And  our  eternal  home!" 

This  is  the  refuge  and  the  hope  of  the  education  which  will  meet, 
and  which  alone  can  meet,  the  necessity  of  this  new  age  when  man- 
kind comes  up  out  of  its  universal  deluge  of  blood.  We  must  look 
to  a  Christian  education  and  to  our  Christian  schools  for  that  spir- 
ituality, that  vision,  that  mighty  ideal  which  alone  can  furnish  a 
valiant  leadership  for  the  world  in  the  awful  days  that  are  to  follow 
quickly  upon  the  awful  days  in  which  we  find  ourselves  at  this  hour. 

When  I  think  of  the  men  who  have  dictated  our  ideals,  when  I 
think  of  Arnold  of  Rugby,  who  on  those  greens  about  his  school,  made 
the  men  that  went  forth  to  hold  the  British  Empire  to  her  best  ideals, 
and  when  I  think  of  Henry  Drummond,  I  see  the  type  of  man  and  the 
type  of  education  in  the  hands  of  which  and  in  the  life  of  which  the 
future  alone  is  safe.  And,  my  friends,  I  will  say  that  to  me  there  has 
been  no  deeper  gratification,  as  I  have  looked  abroad  upon  our  own 
church  and  upon  our  own  land,  as  I  have  fastened  my  eyes  particu- 
larly upon  the  record  that  this  great  institution  in  this  great  common- 
wealth has  made,  I  have  had  no  larger  gratification  than  that  the 
new  President  of  Baker  University  is  precisely  a  man  of  that  type. 
And  so  I  stand  here  for  the  moment,  the  representative  of  the  Christian 
press,  having  among  its  readers,  your  graduates,  your  personal  friends 
who  sat  with  you  in  other  years  in  these  halls,  and  walked  by  your 
side  under  these  venerable  trees,  when  I  think  of  them  as  they  are 
today  upon  the  far  flung  battle  line  of  Christian  service  throughout 
the  earth,  I  can  but  wish  that  under  your  care  and  under  your  master 
hand  there  shall  come  forth  in  the  years  that  are  to  be  such  men  as 
have  come  forth  in  the  past.  Out  of  the  raw  human  material  which 
comes  to  you  here,  there  shall  come  forth  from  this  college,  from  this 
university,  men  who  shall  hold  up  its  good  name  and  that  of  the 
commonwealth  as  that  long  line  of  graduates  has  done  in  bygone  days. 

God  prosper  you,  Mr.  President.  God  prosper  the  institution  of 
which  you  are  the  standard  bearer.  You  have  a  place  in  the  heart  of 
this  state  of  Kansas.  You  have  a  place  that  is  heaven-bound  in 
immensity  in  the  hearts  of  those  who  knew  you  here  about  these 
walks  in  other  years.  God  bless  you  and  prosper  you  and  increase 
the  glories  of  this  institution  an  hundredfold. 

By  Doctor  Cowling, 

Representing  the  Association  of  American  Colleges 

Mr.  Chairman,  Guests  and  Friends  of  the  College: 

Ever  since  I  arrived  in  Baldwin  this  morning  my  mind  has  been 
going  back  to  the  time  when  I  first  came  here  twelve  years  ago. 
Dr.  Patton  met  me  at  the  station,  and  a  little  later  in  the  morning 

27 


we  met  President  Murlin,  just  about  opposite  to  where  we  are  gath- 
ered this  morning.  He  was  riding  in  a  buggy  with  Father  Griffis — 
one  of  the  great  friends  of  the  college  in  those  years.  As  Dr.  Murlin 
greeted  me,  he  held  out  his  hand  with  a  smile  that  I  shall  never  forget, 
and  asked,  "How  do  you  like  Baldwin?"  I  replied,  "Very  well."  He 
said,  "We  are  pretty  near  heaven  here,"  and  I  spoke  the  truth  when 
I  said,  "I  have  not  noticed  anything  lacking  yet."  And  I  feel  about 
the  same  way  this  morning.  Baldwin  is  certainly  a  satisfying  place 
in  which  to  live. 

It  seems  but  yesterday  that  I  stood  on  this  platform  bidding  good- 
bye to  the  students  of  Baker.  It  is  nine  years  ago  and  I  have  not 
been  back  since,  but  all  through  these  years  my  memories  and  my 
affections  have  returned  and  lingered  here.  It  is  a  great  privilege 
and  a  great  pleasure  to  me  to  come  back  this  morning  and  to  bring 
greetings  to  you  and  to  your  President  on  this  occasion. 

I  am  to  speak  again  this  afternoon,  and  I  am  sure  you  would  not 
think  me  very  gracious  if  I  did  not  make  the  shortest  speech  of  anyone 
on  the  program  this  morning. 

There  is  no  need  for  me  or  for  anyone  else  to  try  to  defend  the 
American  college.  It  stands  upon  its  record,  and  its  record  is  one 
which  justifies  a  large  claim  on  its  friends  in  these  days,  and  an 
increasing  claim  in  the  days  which  are  to  come.  But  I  am  not  going 
on  with  that.  I  want  to  say  just  this  one  thing:  Keep  Baker  Univer- 
sity going  during  the  period  of  the  war.  Your  President  has  already 
called  your  attention  to  the  fact  that  less  than  two  per  cent  of  the 
people  of  any  generation  receive  a  college  education.  Now  beside 
that  statement  place  this  one:  No  less  than  eighty-five  per  cent  of  the 
young  men  in  the  first  sixteen  Officers'  Training  Camps  were  college 
men.  Do  you  think  that  that  fact  has  anything  to  say  about  the 
idealism  to  be  found  in  the  American  college?  When  men  like  Gen- 
eral Pershing  and  Dr.  Gulick  say  that  moral  conditions  in  the  Ameri- 
can army  abroad  are  higher  than  the  average  moral  standards  to  be 
found  in  civilian  life  at  home,  do  you  think  there  is  any  connection 
between  this  situation  and  the  fact  that  eighty-five  per  cent  of  the 
young  men  selected  as  officers  were  college  men?  The  Government 
has  come  to  recognize  the  colleges  as  a  great  national  resource,  and 
the  authorities  at  Washington  are  exceedingly  anxious  that  a  steady 
supply  of  educated  and  specially  trained  men  be  maintained  during 
the  period  of  the  war.  With  this  in  view,  the  Secretaries  of  War,  Navy 
and  the  Interior,  and  the  United  States  Commissioner  of  Education, 
and  one  or  two  others  in  positions  of  high  authority,  have  recently 
issued  a  formal  appeal  to  the  young  people  of  the  country  to  go  on 
with  their  school  work  to  the  completion  of  their  high  school  course, 
and  in  increasing  numbers  to  enter  the  colleges,  universities  and  pro- 
fessional schools  this  fall.  So  strongly  does  our  Government  feel  that 
our  national  welfare  demands  the  maintaining  of  a  steady  supply  of 
educated  men,  that  it  is  planning  to  establish  "College  Training  Units" 
in  institutions  able  to  maintain  under  military  instruction  not  less 
than  one  hundred  physically  fit  men  of  eighteen  years  or  over.  This 
arrangement  will  enable  a  boy  of  eighteen  to  enlist  in  the  army  of 

28 


the  United  States — thus  gaining  a  definite  military  status — and  then 
be  furloughed  back  to  his  college  to  continue  his  regular  college  work. 
There  is  no  question  whatever  in  the  minds  of  those  at  Washington, 
who  are  in  a  position  to  know  the  facts,  that  the  general  training 
given  by  the  colleges  of  Liberal  Arts  develops  in  a  young  man  a 
maturity  and  capacity  for  leadership  which  cannot  be  gained  so 
quickly  in  any  other  way.  Men  with  this  general  training  are  also 
able  to  acquire  the  technical  knowledge  required  in  military  work  in 
much  less  time  than  is  required  by  those  without  such  general  training. 
All  this  is  a  splendid  vindication  of  the  claims  which  these  colleges 
have  .been  making  for  generations  past. 

The  Association  of  American  Colleges  includes  most  of  the  stand- 
ard colleges  of  America.  It  was  established  to  increase  the  effective- 
ness and  influence  of  these  institutions  in  order  that  the  ideals  they 
represent  may  be  made  to  prevail  in  our  public  life  more  effectively  in 
the  future  than  has  been  the  case  in  the  past. 

In  behalf  of  this  Association  and  of  the  colleges  it  represents,  I 
bring  to  you,  Mr.  President,  our  greetings,  our  sincere  good  wishes 
and  our  hearty  congratulations.  May  God  bless  you  richly  and  make 
you  and  this  great  institution  a  blessing  to  his  people. 

By  Doctor  Price, 

Representing  the  Association  of  Kansas  Colleges  and  Universities 

Mr.   Chairman,   President   Lough,   Honorable   Guests   and   Friends   of 
Baker  University  in  Particular,  and  Education  in  General: 

I  bring  greetings  this  morning  in  behalf  of  the  colleges  of  Kansas. 
The  special  duty  of  these  colleges  and  this  university  is  to  reach  the 
young  people  of  this  fair  commonwealth  of  Kansas,  and,  of  course,  the 
young  people  who  may  come  from  other  states  and  territories.  But 
our  specific  task  is  to  take  the  young  people  of  this  state,  develop 
them,  and  send  them  out  prepared  to  meet  some  of  the  responsibilities 
and  obligations  that  rest  upon  them.  "Out  there  in  Kansas"  is  an 
expression  that  is  used  a  great  deal.  Kansas  is  not  afraid  to  take 
the  leadership.  She  is  not  afraid  to  grip  any  great  cause.  Kansas  and 
some  of  its  leaders  in  the  state  are  gripping  some  of  those  great 
causes,  and  leading  citizens  of  the  country  look  to  them  for  leadership. 
And  I  cherish  the  idea  that  they  are  leading  in  some  respects  the  citi- 
zens of  the  world. 

The  great  contest  that  is  on  at  the  present  time  is  not  simply  to 
make  this  country  or  any  other  safe  for  democracy,  but  to  make  a 
new  world  in  which  democracy  shall  prevail.  It  means  that  if  it 
means  anything.  Our  privilege  is  to  take  the  young  people  of  this 
state  and  develop  those  young  people.  But  if  it  be  true,  and  it  is  true, 
that  only  2  per  cent  of  the  young  people  of  our  nation  attend  college, 
another  obligation  rests  upon  colleges.  I  say  if  those  are  facts,  and 
they  are,  there  comes  an  opportunity  to  educate  the  great  mass  of 
the  people  in  the  appreciation  of  the  great  value  of  education.  These 
colleges  and  universities  of  Kansas  are  developing  these  young  people 
not  simply  for  this  state,  commonwealth  and  country,  but  that  they 

29 


can  be  sent  to  the  very  ends  of  the  earth.  I  would  like  to  see  a  map 
of  the  world,  representing  the  fields  of  labor  of  the  graduates  of  this 
institution,  with  lines  going  out  to  the  ends  of  the  earth,  leading  to 
the  representatives  of  this  institution  as  they  do  their  work  and  exert 
a  large  influence.    It  would  be  an  interesting  map. 

And  then  these  colleges  in  Kansas  are  to  develop  the  young  people 
of  this  great  state,  not  for  Kansas  alone,  but  for  the  whole  world. 
This  will  be  especially  true,  it  seems  to  me,  in  the  days  of  recon- 
struction to  come  very  soon.  As  President  Cowling  has  said,  85  per 
cent  of  those  in  the  first  officers'  training  camps  were  college  gradu- 
ates. A  lot  of  those  men  will  never  return.  I  hope  that  those  who 
do  return  will  return  with  the  same  high  ideals  that  they  have  taken 
with  them.  It  stirs  my  very  soul  to  think  that  these  young  men  must 
be  taught  to  hate,  to  fight,  to  kill,  to  destroy.  It  is  a  part  of  their 
business.  May  it  leave  no  stain  upon  their  characters  or  lives!  A  part 
of  those  shall  never  return.  The  graduates  of  ten  years,  from  the 
ages  of  21  to  31,  are  taken  out  of  the  active  service  of  the  various 
vocations  of  life  and  have  been  taken  to  the  front.  Who  will  supply  the 
gaps?  It  must  rest  upon  these  colleges  to  supply  the  places  of  the 
large  numbers  that  will  lay  down  their  lives  in  France. 

Now,  Mr.  President,  if  we  can  cherish  in  our  minds  these  high 
ideals,  it  seems  to  me  that  we  can  develop  the  young  people  to  go  out 
and  take  these  places  of  responsibility.  And  in  the  name  of  the  col- 
leges of  Kansas,  I  bid  you  Godspeed,  with  these  high  ideals.  It  is  the 
business  of  the  colleges  to  link  the  ideal  and  the  real  and  to  make 
real  these  high  ideals  that  have  been  presented  this  morning.  May 
God  bless  you  in  your  part  in  this  great  work. 

By  Bishop  Shepard, 
Representing  the  Board  of  Bishops  of  the  Methodist  Episcopal 

Church 

Mr.  Chairman,  President  Lough,  and  Friends  of  Baker  University : 

I  come  to  speak  a  word  of  congratulation  and  bring  greetings  in 
the  name  of  the  fundamental,  inspirational  organization  of  society,  the 
Church  of  Jesus  Christ.  For  remember  that  hospitals  follow  the 
Church,  not  vice  versa;  schools  follow  the  Church,  not  the  other  way. 
This  institution  is  the  child  of  the  Church,  and  upon  the  ocean  of  the 
love  of  the  Church  for  it  is  it  borne,  and  upon  the  tide  of  the  gifts  of 
the  Church  it  is  sustained. 

And  the  Church  is  tremendously  interested  in  what  we  are  doing 
here  today.  If  I  should  rightly  speak  the  thought  of  the  Board  of 
Bishops  of  the  Church,  the  ministers  of  the  Church,  and  the  laity  of 
the  Church,  I  would  say  a  word  of  blessing  upon  this  man  and  upon 
this  institution  in  this  high  and  hopeful  day.  President  Lough  has 
for  many  years  and  in  many  ways  been  a  leader;  but  now  he  becomes 
in  a  larger  way  a  leader  among  the  leaders  of  forty  thousand  students 
in  a  Church  of  four  million  members.  It  is  no  small  honor  and  it  is 
no  small  responsibility.  May  God's  blessing  be  upon  him  and  this 
University. 

30 


No  one  can  speak  of  the  Church  today,  even  upon  a  happy  occa- 
sion like  this,  without  emphasizing  the  duty  which  has  been  so  nobly 
uttered  in  the  address  of  Dr.  Lough — a  duty  to  the  whole  world,  and 
a  duty  more  clearly  seen  in  the  lurid  light  of  war.  The  first  duty  of 
the  Church  is  to  see  the  war  through  to  utter  victory.  There  is  no 
other  course.  As  H.  G.  Wells  has  said,  if  we  do  not  make  a  complete 
work  at  this  time  the  thought  of  war  will  sit  like  a  giant  spectre  over 
all  human  affairs  for  the  next  two  decades,  and  will  say  to  us  all, 
"Get  your  house  in  order.  If  you  waste  time,  shirk,  stick  to  your  old 
way  and  your  own  rights  and  claims,  and  make  no  concessions,  I  will 
come  again.  I  have  taken  all  your  men  between  eighteen  and  fifty, 
and  have  killed  and  maimed  such  as  I  have  pleased.  But  you  have 
multitudes  of  male  children,  and  many  delightful  babes.  Of  these  I 
have  scarcely  smashed  and  starved  a  hundred  thousand.  But  go  on 
in  your  old  way,  each  for  himself  and  none  for  all,  and  I  will  soon 
come  back  for  a  fresh  harvest  of  life,  and  I  will  squeeze  it  into  red 
jam  and  mix  it  with  the  mud  of  trenches  and  feast  upon  it  even  more 
abundantly  before  your  very  eyes."  The  first  and  paramount  duty  of 
the  Church  is  to  give  every  possible  support  to  the  winning  of  the  war. 

And  with  such  support  and  the  prayers  we  send  to  the  God  of 
Heaven,  the  God  of  Battles,  I  have  no  doubt  whatever,  will  give  the 
victory  to  our  flag  and  our  boys  who  have  gone  out  from  all  our 
homes,  and  from  this  University  as  that  service  flag  so  eloquently 
speaks.  I  have  no  doubt  that  this  war  is  to  be  fought  out  to  the  finish 
of  everything  that  the  Kaiser  stands  for.  The  cost  will  be  staggering, 
but  that  is  not  in  the  question.  The  question  is,  "What  is  it  for?" 
"What  is  sufficient  to  atone  for  a  sacrifice  like  this?"  And  the  Church 
must  answer  that  question.  There  is  no  one  else  to  say.  There  is  no 
other  organization  to  lift  up  flawless  banners  and  ideals,  give  the 
nation  inspiration,  and  point  to  the  future  that  ought  to  be.  The  criti- 
cal time  will  be  just  after  the  war  is  won.  Shall  they  be  days  of  recon- 
struction or  days  of  destruction?  After  our  sons  have  done  their  great 
duty  and  have  come  marching  home  victorious  and  glorious,  what  then? 
Shall  we  have  done  our  part  in  prophesying  and  preparing  the  way  for 
the  victories  of  peace  "no  less  renowned  than  war?" 

In  the  time  of  war  we  must  prepare  for  peace,  and  the  Church, 
and  the  college  which  trains  leaders  for  the  church,  must  point  the 
way.  No  other  institution  or  organization  save  the  church  has  the 
large  vision  and  the  large  heart.  The  Church,  in  America  forty  mil- 
lion strong,  must  make  the  public  sentiment,  prepare  the  program, 
furnish  inspiration  and  leadership  for  that  peace  which  is  to  justify 
the  most  awful  struggle  the  world  has  ever  known. 

By  Peofessoe  Peice, 

Repeesenting  the  Alumni 

Mr.  Chairman,  President  Lough,  and  Friends  of  Baker  University: 

It  gives  me  real  pleasure  on  this  auspicious  occasion  to  bring  the 
greetings  and  the  good  wishes  of  twelve  hundred   Baker  University 

31 


alumni  to  our  fellow  alumnus,  President  S.  A.  Lough,  and  to  con- 
gratulate him  on  the  large  field  of  opportunity  that  is  now  opened 
for  him. 

When  it  was  announced  that  President  Mason  had  resigned  from 
Baker  University  at  the  call  of  new  duty,  and  that  a  new  President 
must  be  sought  for  our  alma  mater,  we,  the  alumni,  were  of  all  the 
world  most  anxious  that  the  choice  of  the  new  executive  should  be 
a  wise  one.  When  we  learned  that  the  trustees  had  been  so  fortunate 
as  to  secure  the  services  of  S.  A.  Lough  for  this  position,  we  were 
thoroughly  well  pleased.  And  now  we  heartily  congratulate  our  Baker 
University  on  her  good  fortune  in  securing  such  a  man  for  her  Presi- 
dent. May  his  administration  long  continue,  and  may  it  be  filled 
with  a  large  prosperity  is  our  sincere  and  earnest  prayer. 

We  who  had  gone  forth  to  mingle  with  the  world  of  affairs  know 
full  well  how  selfish  and  materialistic  the  industrial,  business  world 
had  become;  and  how  this  spirit  had  come  to  influence  our  govern- 
ment, our  institutions  and  our  social  welfare.  But  we  also  know 
that  now  a  new  and  better  age  is  dawning;  and  we  know  that  college 
men  and  college  women  must  lead  in  this  new  and  most  critical  era 
of  all  the  centuries.  At  this  very  moment  our  nation  is  engaged  in 
the  greatest  war  in  history — to  make  the  world  safe  for  democracy. 
In  this  connection,  it  also  behooves  us  seriously  to  consecrate  ourselves 
not  only  to  this  unfinished  task  but  also  to  that  other  duty  of  making 
democracy  safe  and  fit  for  the  world. 

It  is  fortunate  that  in  such  a  crucial  epoch  leading  educational 
institutions  such  as  Baker  University  should  be  guided,  and  their 
students  inspired,  by  men  of  such  character  and  ideals  as  those  of 
our  new  President. 

We  covet  the  opportunity  coming  to  the  students  under  President 
Lough's  administration.  Those  of  us  who  had  the  good  fortune  of 
being  students  here  when  Professor  Lough  was  a  teacher  on  this 
faculty,  without  any  exception,  admired  him  for  his  broad  scholarship, 
respected  him  for  his  outstanding  ability,  but  especially  did  we  love 
and  revere  him  for  his  sterling  character.  He,  fortunately,  became 
the  ideal  after  which  many  of  us  have  tried  to  pattern  our  lives.  So 
it  is  that,  speaking  from  this  full  and  rich  experience,  we  say  that 
you,  the  student  body — as  also  our  Church,  our  State  and  Nation — 
are  peculiarly  fortunate  in  having  as  your  President,  your  leader,  your 
guide  and  inspiration,  such  a  man. 

We,  the  alumni,  who  knew  President  Lough  so  intimately,  know 
well  that  with  all  his  humble  modesty  he  will  give  to  Baker  Univer- 
sity a  full  measure  of  devotion,  and  we  are  confident  that  under  the 
guidance  of  his  administration  our  alma  mater  will  achieve  a  full 
measure  of  success.  That  these  cherished  ideals  may  the  more  cer- 
tainly be  realized,  we,  the  alumni,  do  hereby  renew  our  pledge  of 
active  and  persistent  loyalty  to  our  Baker  University  and  to  our  Presi- 
dent, our  friend  and  fellow  alumnus,  our  leader,  Samuel  Alexander 
Lough. 


32 


By  Mr.  Wellborn, 

Representing  the  Students 

you  were  once  a  student  here  and  you  understand  the  problems  of  a 
Baker  student  better  than  an  outsider  possibly  could.  As  a  faculty 
member  here  you  learned  how  to  work  with  your  fellow  teachers  so 
that  now  when  you  come  back  to  us  as  our  President  you  are  espe- 
cially fitted  for  your  work. 

At  this  time,  while  the  great  war  is  going  on,  when  it  is  so  hard 
to  give  attention  to  school  work,  your  advice  and  encouragement  has 
helped  us  to  see  that  we  are  truly  serving  our  country  by  first  pre- 
paring ourselves  so  that  when  we  are  called  we  may  help  in  a  larger 
way. 

The  past  year  has  been  a  very  pleasant  one.  Your  admonitions 
have  been  kind  and  fatherly  and  have  always  been  for  our  future  as 
well  as  our  present  good.  The  ideals  kept  constantly  before  us  have 
been  worthy  ones;  and  although  we  cannot  express  in  words  our 
appreciation,  we  hope  to  by  our  work  in  the  school  of  life. 

We  are  looking  forward  to  future  years  with  the  assurance  that 
they  will  be  fruitful  ones.  We  feel  confident  that  Baker  standards 
will  be  raised  even  higher,  and  that  there  will  be  true  fellowship  be- 
tween President  and  students. 

And  now,  in  the  name  of  the  student  body,  we  welcome  you  as 
our  President. 

By  Doctor  Parmenter, 
Representing  the  Faculty 

Mr.  Chairman: 

I  find  myself  in  two  very  peculiar  situations.  First,  I  had  care- 
fully prepared  five  extemporaneous  speeches.  Those  who  have  pre- 
ceded me  evidently  did  the  same  thing  and  I  find  myself  under  the 
necessity  of  making  a  few  really  extemporaneous  remarks.  Second, 
I  find  myself  in  the  situation  of  one  who  undertakes  to  greet  a  mem- 
ber of  the  family  after  that  member  has  been  home  for  a  year.  I 
hasten  to  say,  however,  that  our  greetings  as  a  faculty  to  you, 
Dr.  Lough,  are  not  any  the  less  sincere  and  hearty  for  that  reason. 

When  we  learned  that  Dr.  Lough  was  to  be  the  new  President 
of  this  institution,  those  of  us  who  had  known  him  for  years  and 
had  grown  up  with  him,  were  then  sure  that  no  mistake  had  been 
made  in  the  choice,  and  after  a  year  we  are  the  more  surely  convinced. 
We  felt  that  one  who  had  been  educated  at  this  institution  and  had 
afterward  served  it  for  so  many  years  as  a  teacher  would  come  to 
the  presidency  with  a  peculiar  and  full  knowledge  of  the  school's 
needs  and  possibilities,  and  in  this  our  confidence  has  not  been  shaken, 
but  added  to  by  the  year's  service. 

Life,  someone  has  said,  is  a  magnificent  and  alluring  adventure. 
To  go  to  bed  at  night,  knowing  that  ere  the  morning  light  shall  break 
on  the  eastern  horizon,  one  may  be  ushered  into  a  newer  adventure 
than  is  possible  for  the  imagination  to  dream  of — to  rise  in  the  morn- 

33 


ing  with  another  day's  unknown  possibilities  before  one — oh!  that  is 
the  lure  of  life.  The  unknown,  clad  in  her  robe  of  shimmering  illu- 
sion and  with  the  alluring  shadows  in  her  eyes,  stands  ever  beckoning 
us  on.  Life  is  changing!  And  what  is  true  of  life  is  true  of  institu- 
tions. "The  old  order  changeth."  For  example,  Dr.  Gobin,  during 
your  administration,  you  will  remember  that  the  faculty  spent  a  whole 
afternoon  debating  as  to  whether  or  not  it  should  allow  a  literary 
society  to  stretch  a  calico  curtain  across  this  platform.  Now  these 
wires  which  you  see  above  you,  I  can  assure  you,  are  not  there  to 
improve  the  acoustic  properties  of  this  room.  To  be  sure,  in  deference 
to  the  dignity  of  the  occasion,  most  of  the  scenes  and  paraphernalia 
have  been  removed.  "Times  have  changed."  Then,  too,  you  will 
remember  that  at  one  time  you  directed  me  (I  presume,  because  you 
thought  me  peculiarly  fitted  for  the  service)  to  watch  some  boys  to 
find  if  they  had  been  drinking.  I  performed  the  service  faithfully 
and  reported  to  the  faculty  that  I  had  detected  the  odor  of  whiskey 
on  the  breath  of  a  certain  young  man.  This  young  man,  when  brought 
before  the  faculty,  declared  that  on  the  occasion  in  question,  nothing 
but  the  purest  water  had  passed  his  lips.  When  the  faculty  very 
justly  gave  the  young  man  the  benefit  of  the  doubt,  and  took  his 
word,  a  member  of  the  faculty  indignantly  exclaimed:  "It  has  come  to 
a  pretty  pass  when  a  student  can  outlie  a  member  of  this  faculty." 
I  can  assure  you  that  the  students  now  cannot  do  that. 

You  come,  President  Lough,  to  an  institution  not  fixed,  but  in  a 
state  of  flux;  to  an  institution  which  dares  to  go  forward,  to  try  the 
new  thing  if  it  gives  promise  of  an  ability  to  serve  its  students  better, 
and  equally  well  we  know  that  you  come  to  us  with  an  open  mind  and 
a  fearless  determination  that  Baker  University  through  your  leader- 
ship shall  maintain  itself  in  the  forefront  as  an  aggressive  leader  in 
educational  things.  To  this  high  endeavor,  as  representing  the  faculty, 
I  pledge  to  you  our  unswerving  loyalty,  our  utmost  devotion,  our  sym- 
pathy in  times  of  doubt  and  trial,  and  all  that  we  have  to  make  your 
administration  the  most  brilliant  success  of  any  that  the  school  has 
ever  had.  It  might  be  thought  that  you  should  be  the  leader  in 
raising  endowments.  Endowments  are  an  embarrassment  to  many 
institutions;  the  truth  compels  me  to  say  that,  so  far,  Baker  has  not 
been  so  embarrassed.  The  erection  of  new  buildings  might  be  men- 
tioned. We  have  ample  buildings.  Better  equipment  is  always  to  be 
desired.  But  the  finest  equipment  in  the  world,  without  a  burning, 
zealous,  high-minded  and  intelligent  leader  to  use  it,  is  an  embarrass- 
ment. No,  it  is  not  in  these  things  that  we  look  to  you,  Dr.  Lough,  for 
leadership,  but  in  the  production  of  magnificent  manhood  and  woman- 
hood, a  manhood  and  womanhood  brave,  prompt  in  action,  vigilant, 
aggressive,  conscientious,  sympathetic,  clean-minded,  ever  supplement- 
ing, ever  helpful.  This  I  consider  is  the  great  work  of  this  institution. 
And  so  we  come  as  a  faculty,  pledging  to  you,  President  Lough,  our 
earnest  support  in  this  high  endeavor.  The  faculty  of  Baker  Univer- 
sity, through  me,  gives  you  greetings.     "Long  live  the  King!" 

34 


THE  LUNCHEON  TO  GUESTS 

In  the  social  hour  at  a  Luncheon,  the  University,  through  its 
Trustees  and  Faculty,  gave  personal  greetings  to  the  guests  and  dele- 
gates who  came  to  participate  in  the  Inaugural  Exercises.  The  frater- 
nal spirit  that  belongs  to  college  comity  was  pleasantly  strengthened 
in  this  opportunity  of  personal  acquaintanceship. 

ADDRESS   BY   DR.   GOBIN  ON  "THE   COLLEGE   AS   A  TRAINING 
CAMP  FOR  CHRISTIAN  SERVICE" 

First,  I  desire  to  present  the  communication  of  President  Grose, 
of  De  Pauw  University,  authorizing  my  attendance  here,  and  contain- 
ing congratulations  on  behalf  of  himself  and  the  University: 

My  dear  President  Lough:  On  behalf  of  the  Trustees  and  Faculty 
of  DePauw  University,  I  have  the  honor  of  sending  to  you  by  the  Vice- 
President,  Doctor  Hillary  Asbury  Gobin,  our  heartiest  congratulations 
upon  your  inauguration  as  President  of  Baker  University.  Recognizing 
the  close  ties  which  have  bound  together  your  institution  and  ours  for 
many  years,  and  the  distinguished  service  which  Baker  University 
has  rendered  in  the  field  of  higher  education,  and  in  giving  many  emi- 
ent  leaders  both  to  the  Church  and  to  the  State,  we  extend  most  cordial 
felicitations. 

May  this  auspicious  occasion  mark  the  beginning  of  a  new  era  of 
increasing  prosperity  and  widening  usefulness  for  your  noble  school. 

Personally  and  in  the  name  of  DePauw  University,  I  give  you 
warmest  greeting.  Very  cordially, 

(Signed)   George  R.  Grose, 

President. 

In  addition  to  the  statement  given  in  this  paper,  it  gives  me  pleas- 
ure to  say  that  several  members  of  the  faculty  expressed  a  great  inter- 
est in  this  occasion  and  would  gladly  have  been  here  today  if  the 
work  of  their  departments  had  permitted.  Dean  McCutchan,  the  head 
of  our  Music  School,  has  become  a  great  leader  in  Indiana  in  the  state- 
wide work  in  "community  singing"  as  a  war  measure.  Prof.  William  H. 
Hudson,  head  of  our  Department  of  Sociology,  by  request  of  our  execu- 
tive committee,  will  spend  the  summer  in  a  vigorous  drive  for  high- 
school  graduates  for  our  next  year's  Freshman  class.  Our  slogan  for 
the  summer  is  "Four  hundred  boys  under  draft  age  for  DePauw  Fresh- 
men." Dr.  W.  W.  Sweet,  the  head  of  our  Department  of  History,  would 
have  been  pleased  to  be  here  to  represent  his  father,  now  in  Washing- 
ton, who  for  many  years  was  the  very  successful  President  of  Baker. 
It  is  well  known  among  educators  that  the  relations  between  Baker 
University  and  DePauw  University  have  been  very  cordial  and  mu- 
tually beneficial.  We  always  speak  with  pride  of  the  success  here  of 
Dr.  Alice  Downey  Porter.  There  was  to  me  something  romantic  in 
the  marriage  of  Prof.  Ross  Baker  and  Miss  Helen  Porter,  the  former 
the  son  of  our  noted  professor  of  chemistry,  Dr.  Philip  S.  Baker,  and 
the  latter  a  grand-daughter  of  Prof.  Charles  Downey,  who  organized 
our  Department  of  Chemistry.  In  referring  to  the  reciprocal  relations 
of  these  schools  I  wish  to  speak  of  the  pleasure  I  have  had  in  the 
presence  in  DePauw  of  Miss  Ruth  Price,  the  worthy  daughter  of  my 

35 


very  choice  friend  and  helper,  brother  John  H.  Price.  He  was  a  most 
loyal  and  useful  alumnus  and  trustee  of  this  institution.  During  my 
labors  here  he  was  always  wise  in  counsel  and  always  ready  to  work 
and  sacrifice  for  Baker.  So  I  gave  eager  and  cordial  welcome  to  Ruth, 
who,  after  taking  her  first  degree  here,  took  her  second  degree  in 
DePauw. 

This  occasion  is  made  very  happy  to  me  by  the  privilege  of  meet- 
ing here  Chancellor  Buchtel,  of  the  University  of  Denver.  We  have 
been  college  friends  for  nearly  fifty  years.  During  the  last  year  of 
my  student  life  I  was  a  student-preacher  on  a  circuit.  I  enjoyed  the 
co-operation  of  three  college  chums,  Henry  A.  Buchtel,  Robert  N. 
McKaig,  and  Frost  Craft.  We  were  a  happy  group  of  college  friends 
and  there  were  varied  estimates  as  to  our  efficiency.  A  rather  cynical 
old  brother  remarked  that  he  did  not  know  whether  those  boys  "dis- 
pensed the  gospel  or  dispensed  with  the  gospel."  A  more  appreciative 
mother  in  Israel  who  could  never  get  our  names  correct,  said,  "You 
are  a  tonguey  set.  I  like  McKigg  and  I  like  Craft,  but  the  best  of  all 
is  Henry  Bucktail."  She  missed  it  in  her  pronunciation,  but  was  quite 
right  in  her  estimate.  I  make  bold  to  say  that  in  all  the  strong  and 
beautiful  friendships,  whether  of  classical  story  or  Biblical  history, 
there  never  has  been  a  more  beautiful  and  mutually  beneficial  friend- 
ship than  that  between  Dr.  Buchtel  and  Dr.  Frost  Craft.  They  are 
still  working  together  even  to  this  day,  great  mutual  helpers  in  the 
University  of  Denver. 

I  need  not  apologize  for  these  remarks  as  a  digression.  They  are 
not  even  an  introduction.  They  are  a  part,  and  a  large  part,  of  my 
theme — "The  College  as  a  Training  Camp  for  Efficient  Service."  One 
of  the  greatest  assets  of  a  college  is  the  spirit  of  friendship  and  ardent 
co-operation  among  classmates  and  fraternity  brothers.  The  drill  in 
mutual  counsel  and  discipline  gives  an  elevation  in  thought  and  a  per- 
sistency in  righteous  endeavor  equal  to,  if  not  greater  than,  the  formal 
demands  of  the  lecture  room  and  the  laboratory. 

The  most  imperious  demand  in  a  soldier's  life  is  obedience  to 
orders.  One  of  the  first  experiences  of  a  college  student  is  the  demand 
for  his  attention  and  his  observance  of  the  regulations  of  the  institu- 
tion. He  may  imagine  that  he  is  able  to  "get  by"  many  demands  of 
the  faculty,  but  he  finds  some  of  the  unpublished  requirements  of  his 
classmates  and  fraternity  brothers  so  imperious  as  not  to  be  evaded. 

I  need  not  discuss  the  familiar  references  to  the  benefits  of  col- 
lege life  in  the  training  for  correct  thinking  and  resolute  action.  It 
is  something  of  a  surprise  with  many  observers  that  college  men  so 
quickly  adjust  themselves  to  new  situations,  and  so  readily  become 
noted  for  remarkable  success  in  lines  of  activity  for  which  they  did 
not  have  specific  or  professional  preparation.  The  explanation  is  found 
in  the  fact  that  college  life  is  a  training  in  learning  new  things.  There 
is  great  art  in  a  readiness  to  meet  new  demands  in  both  investigation 
and  achievement.  A  college  graduate  can  more  readily  adjust  himself 
to  new  requirements  because  it  has  become  his  habit  to  meet  things 
that  are  difficult  with  the  spirit  of  resolution  and  a  determination 
to  conquer. 

As  intimated  in  the  beginning,  college  life  is  a  training  in  genu- 

36 


ine  and  helpful  comradeship.  This  is  a  notable  trait  in  the  life  of  a 
true  soldier.  He  not  only  heeds  promptly  the  voice  of  his  commander, 
but  he  considers  habitually  the  welfare  of  his  comrades.  Many  are 
the  instances  in  army  life  showing  that  the  best  traits  of  a  good 
soldier  have  been  developed  in  this  spirit  of  mutual  sympathy  and 
co-operation. 

In  the  awful  stress  and  strain  of  this  world-wide  war,  the  most 
exacting  demand  the  country  now  makes  is  for  every  boy  under  con- 
script age  to  continue  in  school.  If  I  had  the  opportunity  to  speak  to 
all  high  school  graduates  and  college  students,  I  would  say,  "You  need 
not  hesitate  to  claim  that  you  are  now  'in  service'  while  you  are  in 
school.  You  can  claim  that  you  are  under  orders."  It  is  well  known 
that  there  is  no  ruler  in  the  world,  as  governor,  king  or  emperor,  who 
has  the  authority  of  the  President  of  the  United  States  in  a  time  of 
war.  The  constitution  makes  him  a  dictator  in  all  war  measures. 
If  President  Wilson  should  decide  to  do  it,  he  could  make  every  square 
yard  of  United  States  territory  "bone  dry"  in  thirty  days,  of  all  intoxi- 
cating drink,  as  a  war  measure.  I  wish  he  would  do  it.  He  has  the 
same  authority  in  this  exigency  that  Abraham  Lincoln  had  when  he 
made  his  famous  Proclamation  of  Emancipation.  What  magnificent 
events  in  American  history,  President  Lincoln  setting  free  four  million 
of  slaves  as  a  war  measure,  and  Woodrow  Wilson  setting  free  one 
hundred  millions  of  people  from  the  waste  and  the  risk  of  "booze!" 
The  practical  use  I  wish  to  make  of  this  claim  is  that  as  students  you 
are  now  under  the  orders  of  the  President  of  the  United  States.  This 
is  his  word  of  wisdom  and  authority  to  the  boys  and  girls  of  America: 

"I  would  particularly  urge  upon  the  young  men  who  are  leaving 
our  high  schools  that  as  many  of  them  as  can  do  so  avail  themselves 
this  year  of  the  opportunity  offered  by  the  colleges  and  technical 
schools  to  the  end  that  the  country  may  not  lack  an  adequate  supply 
of  trained  men  and  women." 

Possibly  you  may  be  more  impressed  by  a  declaration  from  the 
Major  General  of  the  United  States  Army,  General  Leonard  Wood. 
This  is  his  order: 

"Boys  should  remember  that  they  are  now  serving  in  the  best 
possible  way  by  preparing  themselves  to  serve  more  efficiently  when 
the  time  comes.  It  is  a  great  mistake  for  partly  educated  boys  to 
rush  to  the  colors  now.  We  do  not  need  them.  It  is  very  important 
that  they  finish  their  education." 

I  need  not  say  any  more  as  to  the  correctness  of  the  idea  that  the 
American  college,  and  especially  the  Christian  college,  is  a  training 
camp  for  the  highest  service  in  the  demands  of  modern  life.  The 
theme  is  almost  trite  in  view  of  the  many  illustrations  of  its  accuracy 
in  the  present  war.  I  need  not  quote  the  statistics  showing  how  rap- 
idly college  trained  men  take  on  the  discipline  of  the  camp  and  the 
field  and  how  rapidly  they  are  advanced  to  positions  of  especial  honor 
and  responsibility.  For  the  most  part  they  are  men  of  correct  habits. 
It  is  not  necessary  to  surround  them  with  rules  and  regulations  in 
order  to  protect  them  from  the  vices  of  great  cities.  They  have  walked 
in  the  paths  of  virtue  too  long  and  too  far  to  be  easily  decoyed  by 
the  allurements  of  designing  men  and  women.  The  most  outstanding 
fact  now  in  American  history  is  that  the  youth  of  the  land  must  be 


trained — thoroughly  trained — in  sound  thinking,  pure  motives,  and 
resolute  action.  The  college  and  the  church  are  two  departments  of 
one  holy  endeavor — to  lift  human  life  into  implicit  faith  in  the  Lord 
Jesus  Christ,  the  Prince  of  Life. 

One  of  the  many  features  of  this  occasion  which  affords  me  inex- 
pressible pleasure  is  my  gratification  in  the  event  that  Samuel  Alex- 
ander Lough  now  becomes  the  President  of  Baker  University.  I  well 
remember  him  and  his  good  wife  among  my  choice  students  here.  He 
is  eminently  well  fitted  in  temperament,  judicial  reasoning,  and  per- 
sistent industry,  for  this  high  position.  He  is  well  named:  Samuel — 
"Asked  of  God";  Alexander — "Princely  Man,"  and  "Law,"  spelled  in  an 
unusually  strong  way — "Lough."  Most  heartily  do  I  congratulate 
President  Lough  on  the  honor  of  his  election  to  the  presidency  of  his 
Alma  Mater,  but  much  more  do  I  congratulate  Baker  University  on 
the  promise  of  his  efficient  service.  A  brighter  day  now  dawns  upon 
this  grand  old  school.  Its  past  has  been  illustrious  in  the  most  sacred 
and  precious  services  to  humanity.  Its  future  will  be  even  more 
glorious  in  its  growth  in  material  equipment  and  in  its  more  widely 
extended  influence  for  the  Church,  our  country,  and  the  best  interests 
of  humanity  everywhere. 

ADDRESS  BY  CHANCELLOR  BUCHTEL  ON  "CHRISTIAN 
EDUCATION  AND  PATRIOTISM" 

America  is  now  the  outstanding  nation  of  the  earth:  the  outstand- 
ing nation  in  material  greatness  and  the  outstanding  nation  in  spir- 
itual ideals.  All  this  is  the  Lord's  doing  and  it  is  marvelous  in  our 
eyes.  We  are  now  the  richest  nation  on  the  earth:  richer  than  Eng- 
land and  France  and  Germany  combined.  America  is  now  the  world's 
banker.  We  are  not  borrowing  pounds  sterling  or  French  Napoleons 
or  German  marks,  but  we  are  loaning  dollars.  The  resources  of  our 
country  are  unlimited.  The  head  of  the  steel  trust  has  certified  that 
the  steel  trust  alone  has  resources  of  manufacture  one-third  greater 
than  all  the  plants  in  Germany  combined.  How  did  it  come  to  be 
that  this  nation  in  so  short  a  time  is  recognized  as  the  outstanding 
nation  in  material  greatness?  It  came  to  be  because  God  gave  us  at 
the  beginning  a  continent,  with  unlimited  natural  resources,  and  spir- 
itual ideals  which  made  men. 

Contrast  the  spiritual  ideals  of  the  old  world  and  the  new.  How 
did  the  great  nations  in  Europe  originate?  The  answer  is  in  three 
words,  in  tribal  wars.  How  long  have  they  quarreled  over  their  boun- 
dary lines?  Always.  How  long  will  they  continue  to  quarrel?  Always, 
unless  it  shall  be  possible  now,  when  we  come  to  sit  at  the  peace  table, 
to  put  some  totally  different  ideals  into  the  relationships  of  nations  to 
each  other. 

Herbert  Hoover  has  written  the  introduction  to  a  little  book  on 
the  women  of  Belgium.  In  the  first  sentence  of  that  introduction, 
in  characterizing  the  life  of  Belgium,  he  characterizes  the  life  of  all 
the  nations  of  Europe.  He  says  that  Belgium  has  made  itself  the 
beehive  of  Europe,  "after  centuries  of  intermittent  misery  and  recu- 

38 


peration."  "Misery  and  recuperation"  are  the  two  words  which  de- 
scribe the  history  of  every  nation  in  Europe. 

This  war  is  just  a  continuation  of  the  everlasting  fighting  which 
all  those  fair  lands  have  known  from  the  beginning.  Andrew  D.  White 
characterizes  the  century  from  1550  to  1650  as  a  period  of  supremely 
evil  prominence.  During  that  century  every  square  foot  of  Europe 
was  stained  with  blood.  Soldiers  of  fortune  would  hire  out  to  one 
prince  and  then  to  another,  to  one  religion  and  then  to  another,  and 
go  about  killing  people  just  from  pure  deviltry. 

Now  how  did  our  country  originate?  In  the  same  way?  A  thou- 
sand times  no.  We  went  out  like  Abraham,  not  knowing  whither  we 
went  and  not  knowing  why.  Prom  1492  forward  for  200  years,  cover- 
ing that  supremely  evil  century  from  1550  to  1650,  God  called  ten 
Catholic  and  fourteen  Protestant  settlements  out  of  the  old  world  into 
the  new,  and  these  twenty-four  religious  settlements  stuck  to  the 
ground.  The  Almighty  then  made  a  gigantic  selective  draft,  covering 
the  continent  of  Europe  and  extending  over  four  hundred  years  of 
time,  in  making  His  choice  of  the  men  and  the  women  who  have 
created  this  republic.  We  all  have  our  roots  in  Europe.  Our  ances- 
tors had  the  power  to  hear  the  call  of  the  Almighty  when  he  sought 
for  purposeful  men  and  purposeful  women  to  make  here  a  giant 
nation,  with  Christian  ideals,  to  stand  out  as  the  light  of  the  world. 

This  fundamental  difference  of  origin  explains  our  difference  of 
attitude  to  people.  The  European  attitude  has  always  been  that  of 
the  drawn  bayonet.  The  American  attitude  has  been  that  of  hands 
stretched  out  with  malice  toward  none  and  charity  for  all. 

What  have  we  here  now  after  four  hundred  years  of  endeavor? 
First,  we  have  a  continent  washed  on  the  two  shores  by  the  two  great 
oceans.  Gladstone  remarked  that  we  have  here  a  natural  base  for 
the  greatest  continuous  empire  ever  established  by  man.  Second,  we 
have  here  a  possible  home  for  every  family  in  the  whole  republic. 
Third,  we  have  a  seat  in  a  school  house  for  every  child  of  school  age. 
Fourth,  we  have  a  seat  in  a  church  for  every  individual.  No  other 
country  approaches  America  in  this  provision  which  we  have  made 
for  the  religious  life  of  our  people.  We  have  one  church  building  for 
every  400  of  our  people.  A  man  who  is  not  proud  of  these  remarkable 
achievements  is  not  fit  to  live  under  our  flag. 

What  is  the  explicit  message  of  America?  Is  it  to  teach  agriculture 
or  the  mechanic  arts  or  how  to  dig  minerals  out  of  the  earth?  Is  it 
to  teach  the  fine  arts  or  all  learning  or  religion?  We  have  our  respon- 
sibility with  other  nations  in  these  particulars.  But  our  explicit  mes- 
sage is  no  one  of  these  things.  Our  explicit  message  is  to  teach  men 
self-government,  to  enlarge  the  liberties  of  the  human  race,  to  smite 
all  the  tyranny  in  the  earth. 

This  makes  us  brothers  to  all  men.  Secretary  Seward,  Secretary 
of  State  under  Abraham  Lincoln,  was  accustomed  to  say  that  there 
is  a  higher  law  which  recognizes  that  the  American  domain  is  the 
heritage  of  the  whole  human  race,  and  Americans  are  trustees  of  this 
domain,  in  the  name  of  Almighty  God,  for  the  good  of  the  human 
race.  President  Wilson,  at  the  time  of  our  break  with  Germany, 
voiced  the  feeling  of  America  in  glorious  fashion  when  he  said:  "Once 

39 


more  in  the  providence  of  God,  America  has  opportunity  to  show  the 
world  that  she  was  horn  to  serve  mankind."  Every  President  from 
Washington  to  Wilson  has  talked  life  that. 

From  all  this  it  is  evident  that  the  Almighty  has  given  to  this 
nation  a  program  of  world  betterment.  This  program  of  world  better- 
ment is  the  program  of  Jesus  Christ  for  the  regeneration  of  the  earth. 
The  kingdom  of  God  is  to  come  down  out  of  heaven  to  make  the 
whole  world  a  decent  place  in  which  to  live.  We  needed  to  keep  our- 
selves isolated  from  the  other  nations,  "free  from  entangling  alli- 
ances," until  we  could  reach  a  position  of  material  strength  and  spir- 
itual virility  which  would  make  it  safe  for  us  to  take  the  position 
of  leadership  in  the  moral  order  of  the  world.  In  God's  providence 
we  have  now  reached  that  level  of  material  greatness  and  spiritual 
power. 

What  has  Christian  education  to  say  about  the  duty  of  men  of 
light  and  leading  in  this  supreme  hour?  Manifestly  Christian  educa- 
tion speaks  out  with  the  energy  of  the  total  soul  of  civilization  and 
religion  in  declaring  that  we  must  now  use  force,  "force  to  the  utmost, 
force  without  stint  or  limit,  the  righteous  force  which  shall  make  right 
the  law  of  the  world  and  cast  every  selfish  dominion  in  the  dust." 

It  is  our  duty  to  God  and  to  humanity  to  win  this  war  and  not 
whimper  about  peace  without  victory  or  any  other  sort  of  peace  except- 
ing only  the  peace  of  unconditional  surrender.  In  Berlin  we  will  sit 
down  and  write  the  peace  treaty  in  which  restitution  shall  be  made 
to  the  nations  that  have  been  spoilated  in  such  outrageous  fashion  by 
William  the  damned,  and  in  which  we  will  make  an  end  forever  of 
those  gigantic  armaments  which  have  encouraged  marauding  expedi- 
tions through  secret  diplomacy. 

I  have  said  that  it  is  our  message  to  smite  tyranny.  We  must 
speak  out  when  we  see  wrong  and  wretchedness  and  cruelty  even 
though  that  may  bring  us  into  war.  War  is  unspeakably  horrible. 
War  is  murder,  mutilation,  hate,  rape,  hunger,  disease,  stench  and  debt. 
But  wrongs  and  cruelties  are  still  more  horrible.  And  our  message  to 
the  nations  and  tribes  of  the  earth  is  the  glad  hand  and  a  constructive 
program. 

The  war  with  Spain  in  1898  was  brought  on  because  we  resented 
the  murder  of  women  and  children  in  Cuba  by  a  German  butcher 
by  name  of  Weyler.  The  war  with  Germany  now  is  also  a  war  to 
resent  wholesale  murder  and  outrage  and  thievery.  The  President 
knew  eighteen  months  before  that  Good  Friday  in  1917,  when  we 
declared  that  a  state  of  war  exists  with  Germany,  that  the  break 
would  surely  come.  He  said  January  29,  1916:  "I  do  not  know  what 
a  single  day  may  bring  forth."  He  knew  then  that  Germany  had 
filled  our  country  with  spies  for  the  purpose  of  prostrating  us  utterly 
in  one  week  by  blowing  up  all  our  railroad  bridges  and  railroad  cul- 
verts and  water  plants  and  manufacturing  plants,  so  that  it  would 
require  two  years  for  us  to  recover  from  the  blow.  In  the  meantime 
the  Germans  expected  to  defeat  France  and  England  and  then  appear 
at  the  harbor  of  New  York  with  the  combined  navies  of  the  world 
and  charge  the  whole  cost  of  the  war  to  America.  All  this  was  the 
program  of  William  the  damned  while  we  were  furnishing  Red  Cross 

40 


nurses  and  Red  Cross  supplies  to  Germany.  Down  to  this  hour  the 
world  has  seen  no  comparable  exhibition  of  insincerity  and  deceit  and 
hypocrisy.  From  the  blight  of  such  leadership  the  German  nation 
cannot  recover  in  centuries. 

Our  duty  now  as  leaders  in  Christian  education  is  clear  as  sun- 
light. We  must  keep  up  the  morale  of  the  armies  of  righteousness 
by  sending  men  and  more  men  and  still  more  men,  even  if  it  shall 
require  five  or  ten  millions;  and  by  sending  food  and  more  food  and 
yet  more  food;  and  by  sending  war  material  and  more  and  yet  more 
war  material.  And  may  the  Almighty  smite  dead  the  men  and  the 
women  who  may  make  any  effort  whatsoever  to  hinder  the  program  of 
world  betterment  and  universal  salvation  which  has  now  been  under- 
taken by  the  civilized  nations. 

ADDRESS  BY  PRESIDENT  COWLING  ON  "RELIGION  AND  THE 

WAR" 

The  people  of  this  generation  are  passing  through  one  of  the  most 
significant  periods  in  the  world's  history,  if  not  the  most  significant. 
The  problems  of  life  have  never  been  raised  in  more  fundamental 
fashion  than  they  are  today.  The  depths  of  the  human  heart  have 
never  been  more  deeply  stirred,  nor  has  the  strength  of  the  human 
spirit  been  more  sternly  tested  than  by  the  experiences  of  these  days, 
and,  as  I  confidently  expect,  of  those  which  are  immediately  ahead. 
Questions  of  right  and  wrong  today  concern  not  merely  the  details 
of  the  conventions  of  Christian  civilization.  They  challenge  the  funda- 
mentals of  the  moral  order  of  the  universe,  and  call  in  question  the 
very  character  of  God  himself,  as  interpreted  to  us  by  Jesus.  The  God 
which  the  Germans  invoked  when  they  ravaged  Belgium,  and  to 
whom  they  gave  thanks  when  the  cries  of  the  lost  went  up  from  the 
Lusitania,  is  not  the  God  and  Father  of  our  Lord  Jesus.  If  the  uni- 
verse at  heart  is  what  the  Kaiser  claims  it  to  be,  then  Christianity, 
as  we  understand  it,  is  founded  on  a  lie,  and  our  preaching  of  justice 
and  righteousness  and  mercy  is  a  shameful  deception. 

No  war  has  ever  been  fought  over  issues  so  fundamental  as  those 
which  concern  us  in  this  mighty  struggle  today.  The  world  has  stood 
aghast  at  the  atrocities  of  the  Germans — their  savagery  and  their 
diabolical  cruelty.  There  is  no  parallel  in  history  to  their  atrocious 
and  unspeakable  abominations.  But  that  is  not  the  worst  of  it.  Their 
philosophy  of  life  justifies  their  acts  at  every  turn.  War  and  all  its 
horrors  are  glorified.  The  chief  end  of  existence  is  the  State.  People 
are  warranted  in  promoting  their  own  good  at  the  expense  of  others. 
These  are  the  doctrines  that  prevail  in  Germany,  and  they  represent 
the  underlying  causes  of  this  titanic  struggle. 

This  country  has  taken  up  arms  because  it  could  not  be  true  to 
its  own  convictions  concerning  the  moral  constitution  of  the  universe, 
and  acquiesce  in  Germany's  complacent  and  presumptuous  setting 
aside  of  all  moral  considerations  and  her  undermining  of  all  the  sub- 
stantial foundations  of  civilized  life.  Our  soldiers  have  crossed  the 
seas  on  a  great  crusade.     Justice,  truth,  right — these  in  their  most 

41 


elemental  forms,  stripped  of  all  conventions  and  interpretations — 
these  are  the  ultimate  and  abiding  things  for  which  we  fight.  Our 
soldiers  are  coming  more  and  more  to  understand  what  this  war 
means,  and  the  great  body  of  American  people,  before  the  war  ends, 
will  see  the  eternal,  moral  and  spiritual  values  of  life  emerging  as 
the  things  of  supreme  worth. 

Dr.  Eliot,  formerly  president  of  Harvard,  in  a  pamphlet  issued 
some  months  ago  by  the  General  Education  Board  of  New  York,  quotes 
with  approval  a  remark  of  Herbert  Spencer  to  the  effect  that  the  kind 
of  knowledge  most  worth  having  is  scientific  knowledge,  and  goes  on 
to  say  that  the  war  has  proved  it.  To  me  the  war  has  proved  nothing 
of  the  sort.  The  issues  of  this  war  are  fundamentally  and  essentially 
religious,  and  they  concern  primarily  the  moral  and  spiritual  qualities 
of  the  universe,  as  I  shall  try  to  make  clear  as  we  go  on. 

Germany  has  gained  for  herself  an  honorable  place  in  science. 
I  am  not  among  those  who  have  been  led  by  German  propaganda  to 
believe  that  all  the  great  names  in  science  are  German.  Germany  has 
produced  no  more  than  an  average  share  of  scientific  men  of  the  first 
rank.  No  one  desires  to  deny  her  credit  for  what  success  she  has 
attained  in  this  field.  Her  universities  have  devoted  themselves  year 
after  year  to  the  minute  and  patient  investigation  of  all  sorts  of 
physical  fact,  and  painstaking  scientific  research  has  been  developed 
in  Germany  to  a  point  scarcely  equalled  by  any  other  nation  on  the 
face  of  the  earth.  Germany  has  run  amuck  not  because  she  has  failed 
in  science.  Her  failure  is  more  fundamental  than  that.  It  springs 
from  her  wrong  estimate  of  the  moral  constitution  of  the  universe 
and  her  complete  ignoring  of  its  spiritual  demands. 

The  universe  in  which  we  live  is  a  vast  and  complicated  whole. 
There  is  nothing  in  it  that  exists  separate  and  apart,  or  by,  or  for, 
itself  alone.  Every  particle  of  reality  bears  some  relation  to  every 
other,  and  is  dependent  upon  it  to  a  greater  or  lesser  extent.  Even 
the  very  word  "universe"  indicates  this  essential  unity  of  all  reality. 
But  in  spite  of  the  fact  that  the  universe  is  one  great  whole,  it  is 
nevertheless  true  that  we  cannot  apprehend  it  as  such;  we  cannot 
grasp  it  all  at  once.  We  must  go  about  our  study  of  it  piecemeal. 
We  study  the  universe  from  a  certain  angle  and  set  our  findings  in 
order  and  call  them  "chemistry."  We  shift  the  point  of  view  and  look 
at  the  universe  from  another  angle  and  systematize  the  results  of  our 
study  and  call  them  "physics";  and  so  it  is  through  all  the  circle  of 
the  sciences. 

These  sciences  represent  the  efforts  of  men  to  understand  the 
universe  from  certain  points  of  view.  They  describe  what  we  know 
of  the  great  world  of  reality  in  which  we  live — its  laws,  its  principles, 
the  demands  it  makes  upon  us.  It  has  sometimes  happened  that  a 
single  man  in  the  short  period  of  his  own  lifetime  has  been  able  to 
discover  and  to  formulate  the  sum  total  of  what  we  know  of  the 
requirements  of  the  universe  from  a  given  point  of  view.  Euclid 
came  very  nearly  doing  this  in  plane  geometry,  and  Aristotle  in 
deductive  logic.  These  sciences  have  made  very  little  progress  since 
these  men  lived  thousands  of  years  ago.     In  other  cases,  it  has  taken 

42 


a  great  many  men,  working  through  long  periods  of  time,  to  tell  us 
what  we  know  of  the  requirements  of  the  universe  in  a  particular 
field.  But  in  all  knowledge,  whether  disclosed  to  us  by  the  marvelous 
insight  of  some  great  genius,  or  gained  by  the  patient  and  prolonged 
ploddings  of  less  gifted  men,  there  is  implied  a  universe  which  be- 
haves rationally,  which  has  its  laws  and  principles,  and  which  makes 
demands  that  are  not  to  be  avoided.  Concerning  these  laws,  two  things 
may  be  said — they  are  not  arbitrary,  and  yet  we  have  no  option  with 
regard  to  them.  Our  freedom  consists  in  finding  out  what  these  laws 
are,  and  in  shaping  and  fashioning  our  behavior  in  accordance  with 
them. 

The  universe  has  its  moral  and  spiritual  laws  in  precisely  the 
same  way  as  it  has  laws  which  are  described  in  chemistry  or  physics, 
or  in  any  other  science.  These  moral  and  spiritual  laws  of  the  uni- 
verse are  an  integral  part  of  the  whole.  They  cannot  be  avoided  or 
trifled  with  any  more  than  you  can  escape  or  trifle  with  the  laws  of 
gravity.  In  other  words,  a  man  is  confronted  with  a  universe  in  his 
moral  and  spiritual  proceedings  in  precisely  the  same  way  as  he  is 
confronted  with  a  universe  if  he  wishes  to  build  a  bridge  or  plant  a 
field  of  corn.  He  cannot  do  as  he  pleases.  The  universe  has  something 
to  say  about  it.  If  he  is  wise  he  will  try  to  find  out  what  the  universe 
requires,  and,  having  found  out,  he  will  shape  his  conduct  accord- 
ingly. 

The  great  men  of  science  tell  us  what  the  universe  requires  in 
their  respective  fields.  Euclid  told  us  a  large  part  of  what  it  demands 
in  the  realm  of  space  relationships.  Aristotle  did  the  same  thing  in 
regard  to  those  laws  which  have  to  do  with  valid  reasoning.  In  just 
the  same  way  Jesus  sets  before  us  the  requirements  of  the  universe 
from  a  moral  and  spiritual  point  of  view.  This  is  what  I  understand 
him  to  mean  when  he  says:  "He  that  hath  seen  me  hath  seen  the 
Father."  For  Jesus  the  universe  at  heart  is  personal.  This  personal 
universe  Jesus  discloses  in  his  teachings  and  character.  The  author- 
ity of  Jesus'  teachings  do  not  depend  upon  any  personal  claim  he 
makes  for  them,  but  upon  the  essential  nature  of  the  universe  to 
which  his  own  spiritual  nature  responds,  and  which  he  faithfully  sets 
forth  in  his  acts  and  words.  "My  teaching  is  not  mine  but  his  that 
sent  me."  His  teachings  are  true  not  because  he  claims  them  to  be, 
but  because,  when  they  are  accepted  and  practiced,  the  believing  fol- 
lower establishes  relations  of  correspondence  between  himself  and  the 
moral  and  spiritual  laws  of  the  universe;  and  the  nature  of  that  uni- 
verse is  made  manifest  to  him  in  his  own  resulting  experience.  "If 
any  man  will  do  his  will,  he  shall  know  of  the  teaching,  whether  it 
be  of  God  or  whether  I  speak  of  myself."  Jesus  does  not  claim  to  be 
a  dictator  of  arbitrary  moral  values,  but  he  does  claim  to  understand 
the  moral  and  spiritual  requirements  of  the  universe,  and  he  speaks 
forth  with  authority  out  of  the  fullness  of  his  own  life.  He  is  the 
great  moral  and  spiritual  genius  of  our  race.  His  insight  lays  bare 
to  us  those  demands  of  the  universe  which  have  to  do  with  moral  and 
spiritual  relationships — the  relationships  of  men  to  God  and  to  one 
another.    When  we  follow  his  teachings  we  establish  between  ourselves 

43 


and  the  moral  and  spiritual  laws  of  the  universe  the  relationship  of 
correspondence — the  relationship  of  truth. 

If  we  may  assume  that  this  is  true,  that  Jesus  speaks  with  author- 
ity regarding  the  moral  and  spiritual  laws  of  the  universe,  then  it 
becomes  of  prime  importance  to  know  what  are  the  essentials  accord- 
ing to  Jesus'  view.  I  am  persuaded  that  many  things  which  have  been 
emphasized  by  the  various  branches  of  the  Church  of  Christ  are  not 
part  of  the  essential  requirements  of  the  universe  as  interpreted  by 
him.  The  Christian  Church  has  undertaken  to  emphasize  in  the  name 
of  Jesus  a  great  miscellany  of  things  of  all  degrees  of  value.  It  has 
frequently  emphasized  things  of  trifling  importance,  or  of  no  impor- 
tance at  all,  at  the  expense  of  what  is  really  fundamental.  Its  empha- 
sis has  often  been  wrong  and  its  perspective  wretchedly  confused.  The 
awful  catastrophe  in  which  we  find  ourselves  today  is  due  in  large 
part  to  the  fact  that  Christian  people  have  not  consistently  and  stead- 
ily placed  the  emphasis  on  those  things  which  Jesus  declared  to  be 
fundamental.  Where  did  Jesus  place  the  emphasis?  What  things  did 
he  regard  as  really  fundamental?  What  are  the  essential  moral  and 
spiritual  demands  of  the  universe  according  to  him? 

As  I  understand  the  teachings  of  Jesus,  there  are  three  things 
which  he  regarded  as  fundamental  to  all  else.  The  first  is  his  con- 
ception of  God.  What  do  we  understand  by  the  word  "God?"  The 
word  is  familiar  to  all  of  us,  and  we  are  in  the  habit  of  assuming  that 
everyone  has  an  adequate  idea  of  what  is  meant  by  it,  and  some  corre- 
sponding experience  in  his  own  life.  Is  this  assumption  justified? 
Facing  the  problem  frankly  and  without  any  indirection  whatever,  what 
does  "God"  actually  mean  to  us  in  our  own  lives?  Let  us  look  at  the 
problem  from  a  little  different  angle.  What  kind  of  a  universe  do  we 
live  in?  What  is  the  ultimate  and  essential  nature  of  the  sum  total 
of  reality?  As  I  conceive  it,  there  are  just  three  possible  answers  to 
this  question.  The  first  is  the  answer  of  those  who  say,  "I  do  not 
know."  It  is  the  answer  of  agnosticism.  It  seems  to  be  a  modest  an- 
swer, but,  unfortunately,  most  of  those  who  say  "I  do  not  know"  go  a 
great  deal  farther  and  assert*  "Nobody  can  find  out."  This  is  not  a 
modest  answer.  This  statement  assumes  a  complete  knowledge  of  the 
universe,  and  involves  itself  in  a  logical  contradiction.  This  answer  in 
one  form  or  another  has  been  made  for  thousands  of  years, — since  the 
very  early  days  of  systematic  speculation, — but  it  has  satisfied  very  few. 
As  an  answer  to  this  great  question,  "What  kind  of  universe  do  we  live 
in?"  it  is  a  complete  failure. 

The  second  answer  is  that  of  those  who  say,  "The  universe  is  essen- 
tially a  mechanism  and  nothing  more."  There  can  be  no  doubt  that 
there  is  a  great  deal  of  mechanism  in  the  universe.  "God  moves  in  a 
mysterious  way,  his  wonders  to  perform,"  and  part  of  that  mysterious 
way  is  disclosed  to  us  by  the  marvelous  complexity  which  the  natural 
sciences  describe.  The  so-called  "battle  between  science  and  religion" 
has,  for  the  most  part,  been  waged  at  just  this  point.  Many  religious 
people  have  undertaken  to  deny  the  facts  of  science  in  the  supposed 
interest  of  religion,  and,  on  the  other  hand,  many  authorities  acquainted 
with   these   facts   have   attempted   to   interpret   them   in   a   way   that 

44 


appeared  inconsistent  with  religion.  The  facts  of  science  should  be 
accepted  gladly.  Facts  everywhere  are  sacred  things,  and  we  should 
rejoice  in  their  discovery.  They  show  us  God's  methods  of  working  in 
his  world.  Facts  are  far  more  sacred  than  dogmas,  and  when  a  fact 
and  a  dogma  come  in  conflict,  it  is  the  dogma  that  must  yield  and  not 
the  fact.  And  yet  when  science  has  told  its  whole  story,  it  has  not 
answered  our  question,  "What  kind  of  a  universe  do  we  live  in?"  To 
say  that  it  is  a  mechanism  and  nothing  more,  leaves  at  least  two  ques- 
tions unanswered,  and  for  which  no  answer  can  be  found  so  long  as 
we  stay  strictly  within  the  field  of  science.  The  first  is  the  question  of 
the  first  origin  of  things,  and  the  second  is  the  question  of  the  inner 
essence  and  nature  of  force.  Granted  a  beginning,  and  granted  a  power 
at  work,  science  does  tell  in  marvelous  fashion  of  the  unfolding  of  that 
power,  and  of  the  wonderful  forms  in  which  it  manifests  itself  in  the 
physical  world;  but  it  cannot  go  beyond  this.  Any  satisfactory  answer 
to  the  question  of  first  origins,  or  to  the  question  of  the  ultimate  nature 
of  force,  carries  us  far  beyond  the  realm  of  science. 

The  failure  of  scientists  to  answer  our  question,  "What  kind  of  a 
universe  do  we  live  in?"  in  terms  of  mechanical  forces  and  mechanical 
laws,  leads  us  to  the  third  type  of  answer.  It  is  the  answer  of  those 
who  say,  "The  universe  at  heart  is  a  person."  This  is  the  answer  of  all 
the  greatest  thinkers  in  the  field  of  speculative  inquiry.  It  is  the  com- 
mon answer  of  all  those  who  hold  first  rank  in  philosophy.  This  view  is 
partially  illustrated  by  the  situation  in  which  each  one  finds  himself 
as  an  individual.  Anatomy  and  physiology  have  a  great  deal  to  tell  us 
about  the  mechanism  and  functions  of  the  human  body,  but  they  cannot 
disclose  to  us  the  personal  self.  Modern  scientific  psychology  has  a  won- 
derful story  to  tell  of  the  uniformities  of  our  mental  processes,  but 
these  uniformities  do  not  constitute  the  real  ego,  the  person,  the  spirit- 
ual self,  which  we  nevertheless  believe  exists  in  connection  with  the 
physical  and  mental  conditions  which  psychology  describes.  There  is  a 
great  deal  of  mechanism  in  our  bodies,  and  a  great  deal  of  mechanism 
too  in  our  minds,  but  our  real  self,  the  soul  of  a  man,  is  something  that 
underlies  all  this.  The  "soul"  is  in  a  sense  a  hypothesis.  It  is  some- 
thing that  we  take  for  granted, — an  assumption  that  is  needed  to  explain 
the  facts  of  our  physical  and  mental  life,  and  is  needed  still  more  to 
give  meaning  to  personal  existence  and  an  adequate  basis  for  personal 
morality.  Just  as  we  are  convinced  that  there  is  a  real  self,  an  ego. 
back  of  the  physical  and  mental  facts  of  our  conscious  existence,  just  so 
is  there  a  real  Self,  a  Person,  back  of  the  phenomena  of  nature  which 
we  see  around  us.  Underneath  the  facts  of  the  physical  world  is  the 
everlasting  Spirit,  and  at  the  heart  of  reality  is  the  eternal  Self. 

This  is  the  view  of  Jesus.  His  answer  to  our  question  is  in  har- 
mony writh  the  answer  of  those  who  have  gained  for  themselves  the 
highest  place  in  men's  speculations  about  these  great  themes.  But  Jesus 
goes  further  than  these  speculative  thinkers.  He  not  only  takes  it  for 
granted  that  the  universe  at  heart  is  a  person,  but  he  assures  us  that  it 
is  the  highest  type  of  person;  and  he  goes  on  to  describe  the  heart  of 
the  Eternal  in  terms  of  all  that  is  dearest  and  best  in  human  life.  He 
says  that  God  is  a  Father,  whose  chief  quality  is  love.   "What  kind  of  a 

45 


universe  do  we  live  in?"  We  live  in  a  universe  which  is  at  heart  a  per- 
son, and  love  is  its  essential  nature.  The  whole  sum  total  of  reality  is 
permeated,  through  and  through,  with  the  spirit  and  purpose  of  this 
God  of  love.  This  is  the  first  and  most  fundamental  of  the  teachings  of 
Jesus. 

The  second  may  also  be  put  in  the  form  of  a  question:  "What  is 
man's  place  in  the  universe?"  Jesus  said  man  is  supreme.  Taking  the 
most  sacred  institution  of  the  Jews,  the  Sabbath,  an  institution  which 
commanded  not  only  their  religious  devotion,  but  their  patriotic  loyalty 
as  well, — taking  this  most  sacred  institution  of  the  Jews,  he  holds  it 
up  before  them  and  declares,  "The  Sabbath  was  made  for  man,  and  not 
man  for  the  Sabbath."  This  is  a  single  illustration  of  Jesus'  view. 
Take  the  principle  that  is  involved  in  this  illustration  and  apply  it 
everywhere,  and  you  have  the  most  fundamental  criterion  of  morality, 
and  the  standard  of  judgment  by  which  to  test  all  movements,  all  creeds 
and  dogmas,  all  organizations, — religious,  commercial,  industrial,  and 
political.  Individual  human  personality  is  the  thing  of  most  ultimate 
value  in  the  universe.  Whatever  enlarges  and  enriches  the  lives  of  men 
is  right;  whatever  dwarfs,  or  narrows,  or  embitters  human  life  is 
wrong.  This  is  precisely  the  principle  which  Lincoln  embodied  in  his 
immortal  words, — "A  government  of  the  people,  by  the  people,  and  for 
the  people."  I  wish  that  some  one  might  phrase  the  same  principle  in 
terms  of  commercial  and  industrial  life  in  a  way  that  would  be  worthy 
to  rank  with  Jesus'  noble  utterance  regarding  the  greater  worth  of  a 
human  soul  than  any  religious  institution,  or  with  Lincoln's  never- 
dying  words  regarding  the  authority  and  purpose  of  all  true  govern- 
ment. Man  is  supreme,  and  his  welfare  must  be  accepted  as  the  organ- 
izing principle  of  life  everywhere.  This  is  the  very  essence  of  the 
teachings  of  Jesus,  and  it  is  the  foundation  of  democracy  as  well. 

Now  we  come  to  our  third  question,  "What  is  a  man's  true  relation 
to  his  fellow  men?"  Paul  says,  "Bear  ye  one  another's  burdens,  and  so 
fulfill  the  law  of  Christ."  Speaking  elsewhere  of  Jesus  he  says,  "Who, 
existing  in  the  form  of  God,  counted  not  the  being  on  an  equality  with 
God  a  thing  to  be  grasped,  but  emptied  himself,  taking  the  form  of  a 
servant."  What  does  it  mean?  It  means  that  no  man  can  regard  the 
advantage  of  his  life  as  private  possessions,  to  be  used  selfishly  for  his 
own  ends,  and  at  the  same  time  share  the  spirit  and  the  mind  of 
Christ.  Our  advantages,  no  matter  what  they  may  be,  whether  of  birth 
or  education,  political  power  or  social  prestige, — these  advantages  must 
be  regarded  as  the  measure  of  our  opportunity  and  of  our  responsibility 
to  serve  our  fellows.  Service  is  the  essence  of  true  social  relationships, 
and  unselfishness  is  the  secret  of  every  true  life.  Jesus  taught  this  in 
innumerable  ways;  he  practiced  it  himself,  and  he  made  upon  his  own 
generation,  and  upon  every  generation  which  has  followed,  the  impres- 
sion that  he  was  utterly  sincere  in  what  he  taught  and  in  what  he  did. 

These  three  great  teachings  of  Jesus, — his  doctrine  of  God;  his 
estimate  of  the  place  and  worth  of  man;  and  his  teaching  that  service 
is  the  essence  of  true  social  relationships, — these  three  are  fundamental 
to  everything  else  that  Jesus  taught.  The  universe  is  actually  con- 
structed in  the  fashion  these  teachings  imply.     The  demonstration  of 

46 


this  is  to  be  found  in  the  experience  of  all  those  who,  following  the 
instructions  of  Jesus,  relate  themselves  to  the  universe  in  accordance 
with  its  moral  and  spiritual  demands,  and  who  thereby  find  its  essen- 
tial nature  disclosed  to  them  in  the  abundant  fruits  of  their  own  lives. 
Jesus  says, — "I  am  come  that  they  might  have  life."  This  promise  is 
realized  in  the  life  of  anyone  who  will  bring  his  life  into  relationship 
with  the  universe  in  accordance  with  its  moral  and  spiritual  require- 
ments,— in  accordance  with  the  fundamental  teachings  of  our  Lord.  A 
man  in  whose  life  these  teachings  actually  become  operative  is,  by  that 
very  fact,  related  to  the  universe  in  accordance  with  its  demands;  and 
the  nature  of  the  universe  is  disclosed  to  him  in  the  full  and  abundant 
life  which  he  experiences. 

I  believe  with  all  my  heart  that  this  country  and  its  allies  are  going 
to  win  this  war.  I  should  believe  this  even  if  the  Germans  had  already 
captured  Paris,  and  had  beaten  the  Italians  to  their  knees.  I  do  not 
pretend  to  have  any  special  knowledge  of  the  military  situation,  nor  do 
I  claim  any  understanding  of  military  affairs  more  than  is  possessed  by 
any  average  man  who  is  well  informed.  But  I  am  confident  that  a  thing 
is  never  settled  until  it  is  settled  right.  What  do  we  mean  by  settling 
a  thing  right?  We  mean  settling  it  in  accordance  with  the  demands  of 
the  universe.  A  bridge  is  built  right  when  it  meets  those  demands  of 
the  universe  which  have  to  do  with  the  problems  involved  in  bridge 
building.  A  field  of  corn  is  planted  right  when  it  is  done  in  such  way 
that  the  laws  of  the  universe  which  have  to  do  with  agriculture  are  met 
and  satisfied.  The  issues  of  this  war,  which  are  fundamentally  and 
essentially  religious,  can  never  be  settled  until  they  are  adjusted  in 
accordance  with  the  moral  and  spiritual  demands  which  the  universe 
makes.  These  issues  are  far  more  clearly  drawn  than  they  were  when 
the  war  began.  The  cause  of  the  allies  has  become  more  and  more 
spiritualized.  Step  after  step  has  been  taken  in  the  direction  of  an 
unselfish  and  essentially  Christian  view  of  human  relationships.  Ger- 
many, on  the  other  hand,  has  been  driven,  both  by  the  logic  of  her 
claims  and  by  the  necessities  of  her  illegitimate  military  undertakings, 
to  deny  flatly  all  moral  considerations  and  to  ignore  completely  all  spir- 
itual motives.  She  has  placed  herself  squarely  in  opposition  to  the 
moral  and  spiritual  demands  of  the  universe  as  interpreted  by  Jesus. 
Look  at  Germany's  answer  to  every  one  of  the  great  questions  we  have 
discussed,  and  you  will  see  that  her  answer,  in  every  case,  is  diamet- 
rically opposed  to  that  of  Jesus. 

"What  kind  of  a  universe  do  we  live  in?"  Jesus  says  we  live  in  a 
universe  which  is  essentially  love.  Treitsche  says  that  war  is  inevita- 
bly involved  in  human  progress.  Nothing  is  inevitably  involved  in  any- 
thing except  it  be  of  the  nature  of  the  universe.  Treitsche's  position 
means  that  the  universe  at  heart  is  of  such  nature  that  it  inevitably 
uses  war  as  a  method  of  working  out  its  purposes.  The  view  of  God 
here  implied  is  exactly  opposite  that  of  Jesus.  Take  any  of  the  blasphe- 
mous utterances  of  the  Kaiser  and  compare  his  conception  of  God  with 
the  God  that  Jesus  taught  us  to  love,  and  one  is  shocked  at  the  ugly 
contrast.  There  is  no  more  similarity  between  the  God  which  the 
Kaiser  claims  to  be  in  league  with  and  the  God  of  our  Lord  Jesus  than 

47 


there  is  between  light  and  darkness, — they  are  exactly  opposite.  Liter- 
ally hundreds  of  illustrations  could  be  cited  from  the  utterances  of  rep- 
resentative Germans  the  past  fifty  years  showing  conclusively  that  they 
deliberately  believe  in  war;  that  they  regard  it  a  holy  thing;  that  they 
hold  that  the  essential  nature  of  the  universe  is  expressed  therein  and 
its  purposes  worked  out  by  its  means.  For  them  the  universe  is  stripped 
of  its  moral  attributes, — justice,  mercy,  faithfulness,  which  Jesus  de- 
clared to  be  fundamental  to  everything  else. 

Take  the  second  question,  "What  is  man's  place  in  the  universe?" 
Jesus  says,  "Man  is  supreme."  Germany  says,  "Man  is  secondary;  the 
State  is  supreme."  This  being  granted  it  follows  that  whatever  in- 
creases the  power  of  the  State  is  right,  and  that  whatever  tends  in  the 
opposite  direction  is  wrong.  This  is  the  foundation  of  Germany's 
whole  philosophy  of  morals.  Germany  is  entirely  consistent  when  she 
calls  upon  her  men  to  sacrifice  everything  for  the  State;  and  she  is 
equally  consistent  when  she  calls  upon  her  women  to  give  up  every- 
thing that  has  been  held  sacredly  personal  from  the  earliest  memories 
of  civilized  man.  The  State  being  supreme,  the  welfare  of  individuals 
is  entirely  subordinate.  What  a  reversal  of  the  teachings  of  Jesus! 
Wherever  you  find  any  kind  of  an  institution,  whether  ecclesiastical  or 
political,  set  up  as  an  end  in  itself,  as  a  thing  of  supreme  worth,  there 
you  have  something  which  is  contrary  to  the  moral  laws  of  the  uni- 
verse as  interpreted  by  Jesus,  and  something  which  in  the  long  run  will 
collapse  and  fail.  Man  is  supreme,  and  his  welfare  is  the  only  final 
and  ultimate  consideration. 

As  for  our  third  question, — "What  is  a  man's  true  relation  to  his 
fellows?" — what  could  be  more  contrary  to  the  Christian  view  than  the 
view  which  Germany  has  consistently  followed  for  fifty  years?  In  the 
middle  of  the  last  century  Treitsche  began  saying  that  Christian  princi- 
ples hold  when  applied  to  individuals,  but  that  they  have  nothing  to  do 
with  relations  between  States;  that  the  only  virtue  of  a  State  is  power, 
and  its  only  crime  is  weakness!  Then  Neitzsche  came  along  and  said, 
in  effect,  "Treitsche  is  right,  only  he  did  not  go  far  enough.  Christian 
principles  have  nothing  to  do  with  the  relations  of  States,  neither  do 
they  apply  to  relations  between  individuals.  A  strong  man  not  only 
has  the  right,  but  he  is  under  obligation,  to  take  away  from  a  weak  man 
everything  that  the  weak  man  has,  and  use  it  for  his  own  upbuilding." 
Neitzsche  claims  this  to  be  the  law  of  nature,  and  holds  that  in  this  way 
the  race  is  to  be  improved,  and  a  superior  type  of  man  built  up, — the 
superman.  Neitzsche  conceived  of  himself  as  bringing  to  the  world  a 
fundamentally  new  view  of  human  relationships.  He  thought  of  him- 
self as  holding  a  unique  place  in  the  history  of  thought,  and  in  the  evo- 
lution of  morals  as  well.  "I  can  have  no  friends;  friendship  can  exist 
only  between  equals."  "I  am  strong  enough  to  break  history  in  two." 
What  does  he  mean?  He  means  that  we  must  redate  our  calendars  from 
him, — so  many  years  before  Neitzsche  and  so  many  years  after! 

Ideas  like  those  of  Treitsche  and  Neitzche  were  taught  in  Germany 
half  a  century  ago,  and  people  believed  them.  They  have  raised  up  in 
Germany  two  generations  and  more  which  are  absolutely  committed  to 
these  views  and  to  the  resulting  theory  of  life.    The  war,  as  conceived 

48 


by  Germany,  and  carried  out  with  all  her  awful  cruelty,  is  but  the 
logical  expression  and  outcome  of  these  preposterous  teachings,  and  of 
the  perverted  ambitions  which  they  have  stirred  up  in  Kaiser  and 
subject  alike.  These  views,  which  have  prevailed  in  Germany  for  the 
last  sixty  or  seventy-five  years,  represent  an  apostasy  from  the  idealism 
of  the  Germany  of  earlier  years.  These  corrupting  views  are  in  opposi- 
tion to  the  moral  and  spiritual  requirements  of  the  universe,  and  they 
cannot  long  prevail.  The  Germany  whose  philosophy  of  life  finds 
expression  in  this  diabolical  war  is  marked  for  destruction.  The  uni- 
verse will  have  its  way.  "God  is  not  mocked,"  and  in  the  long  run  His 
will  prevails. 

I  have  no  doubt  that  in  time  all  human  relationships, — those  be- 
tween States,  as  well  as  those  between  individuals, — will  be  organized  in 
accordance  with  the  teachings  of  Jesus.  I  have  no  more  doubt  of  this 
than  I  have  that  in  the  long  run  scientific  medicine,  accepted  in  this 
country  and  in  Europe,  will  displace  the  ignorant  and  superstitious 
practices  of  the  Orient.  One  represents  conformity  to  the  demands  of 
the  universe,  and  the  other  does  not. 

Is  there  anyone  who  can  possibly  feel  that  this  country  should  not 
have  gone  into  this  war?  What  was  the  option?  The  only  option  we 
had  was  to  fight  or  to  betray  the  ideals  and  every  spiritual  possession 
for  which  our  fathers  fought,  and  which  they  left  us  as  a  priceless  heri- 
tage. This  country  did  not  go  into  the  war  until  it  became  evident  that 
the  battle  of  the  ages  was  on — a  battle  to  determine — finally,  as  we  hope, 
— whether  mankind  shall  continue  under  the  domination  of  ideas  in  the 
political  realm  which  spring  from  the  presumptious  pride  of  a  few  men 
and  which  are  opposed  to  the  moral  and  spiritual  requirements  of  the 
universe,  or  whether  these  requirements  shall  be  recognized  and  accepted 
as  the  only  true  basis  of  human  relationships. 

The  thing  for  us  to  guard  against  with  all  our  souls  is  an  incon- 
clusive peace.  The  closing  of  this  war  on  the  basis  of  a  compromise 
would  mean  that  the  blood  of  the  hundreds  of  thousands  who  have  died 
would  have  been  shed  in  vain;  and  it  would  mean,  too,  that  the  blood 
of  millions  more  would  have  to  be  shed  in  the  years  to  come.  There 
can  be  no  lasting  peace  except  upon  the  basis  of  the  requirements  of  the 
universe  as  interpreted  by  Jesus  in  His  teachings  concerning  the  Fath- 
erhood of  God,  the  worth  and  dignity  of  men,  and  the  essential  nature 
of  true  human  relationships.  There  can  be  no  such  peace  while  Ger- 
many continues  to  believe  in  the  philosophy  of  life  which  now  pre- 
vails throughout  the  length  and  breadth  of  all  her  land.  There  is  no 
division  of  opinion  between  the  German  government  and  the  German 
people.  Government  and  people  together  are  committed  to  a  diabol- 
ical view  of  life,  and  as  long  as  they  trust  in  this,  there  can  be  no  peace 
or  safety  for  the  rest  of  the  world.  Germany  must  be  brought  to  realize 
by  force  of  arms  that  there  is  no  abiding  strength  in  the  views  she 
holds. 

When  Germany  is  defeated,  then  the  allies  will  be  brought  to  a  more 
crucial  test  than  any  they  have  faced  in  battle.  It  will  be  the  test  as 
to  whether  or  not  they  sincerely  and  utterly  believe  the  things  they 
have  professed  during  this  mighty  struggle.    If  the  idealism  of  this  war 

4U 


can  be  given  concrete  expression  in  the  actual  arrangements  that  are 
set  up  between  nations  when  peace  prevails  again,  then  the  occasion 
for  future  wars  will  have  been  cut  off,  and  the  relations  of  nations  estab- 
lished upon  permanent  good  will.  I  am  one  of  those  who  believe  abso- 
lutely that  it  is  possible  to  make  this  the  last  great  war  of  history;  but 
I  believe  it  can  be  done  only  as  international  relations  are  adjusted  with 
utter  sincerity  in  accordance  with  the  teachings  of  Jesus.  There  is  no 
opportunity  for  this  so  long  as  undefeated  Germany  confidently  holds 
her  views.  With  the  triumph  of  the  allies,  opportunity  will  come  for  a 
Christian  world-order,  if  the  allies  themselves  are  willing  to  trust  the 
teachings  of  our  Lord. 

Our  task  for  the  immediate  future  is  the  winning  of  the  war.  It 
may  take  a  year,  or  two  years,  or  three  years.  If  it  shall  take  more, 
this  nation  must  fight  on  until  victory  is  won.  I  have  no  question  about 
our  forces  at  the  front.  The  men  in  arms  will  do  their  duty  and  die,  if 
need  be,  for  the  common  good.  There  must  be  the  same  spirit  and  the 
same  devotion  on  the  part  of  those  at  home.  That  is  going  to  be  the 
crucial  test.  Are  the  people  of  this  democracy  prepared  to  pay  the 
price  necessary  to  win  this  war?  We  must  co-operate  with  the  various 
agencies  of  the  Government  as  we  have  opportunity,  especially  in  mat- 
ters of  food  and  saving.  But  this  is  not  enough.  The  spirit  of  unity 
must  prevail,  the  spirit  of  unselfish  devotion,  and  this  must  find  expres- 
sion in  every  opportunity  which  comes  to  us  to  serve.  I  do  not  believe 
this  spirit  can  be  maintained  by  hating  Germans.  It  must  have  some- 
thing more  substantial  than  that  to  live  upon.  Hate  everywhere  is  a 
disintegrating  force,  and  we  are  not  going  to  overcome  the  Germans  by 
adopting  their  philosophy  of  life.  I  believe  there  is  only  one  way  to 
keep  this  nation  solidly  united  behind  this  war,  and  that  is  to  appeal 
to  the  people  continuously  in  terms  that  shall  challenge  their  highest 
idealism,  and  keep  them  persuaded  of  the  unselfishness  and  nobility  of 
our  cause.  Our  path  is  plain  before  us,  and  our  task  is  one  which  chal- 
lenges all  our  spiritual  powers. 

Toward  the  close  of  Jesus'  life,  He  saw  clearly  the  path  of  suffering 
which  lay  before  Him,  and  He  understood,  with  equal  clearness,  that  it 
was  not  to  be  avoided.  He  told  His  followers  what  the  prospects  were, 
and  many  left  Him.  Then  He  turned  to  the  Twelve  and  said:  "Will  ye 
also  go  away?"  Peter  replied:  "Lord,  to  whom  shall  we  go,  thou  hast 
the  words  of  eternal  life."  Was  there  ever  a  time  when  men  could  ask 
the  question  of  Peter  with  greater  meaning  than  today,  and  was  there 
ever  a  time  when  men  could  more  confidently  answer  that  question  as 
Peter  answered  it? 

Jesus  speaks  today  with  far  more  authority  than  He  could  possibly 
have  had  nineteen  hundred  years  ago,  and  His  words  of  ringing  chal- 
lenge and  promise  place  before  men  their  highest  hope:  "Follow  me, 
the  life  that  I  live,  shall  ye  live  also." 

"AMERICA,  THE  LAND  OP  DREAMS" 

The  memorable  exercises  of  Inauguration  day  were  brought  to  a 
close  by  an  evening  lecture  delivered  by  Bishop  William  Alfred  Quayle. 

50 


This  was  the  more  fitting  as  the  Bishop  in  the  earlier  days  had  been 
an  instructor  of  the  incoming  President  during  his  college  course.  The 
subject  for  the  hour  was  "America,  the  Land  of  Dreams."  Vivid  living 
pictures  of  the  wonders  and  beauties  of  our  far  stretched  land  were  pre- 
sented by  the  Bishop's  unique  magic,  and  will  live  long  in  the  thought 
and  memory  of  the  great  audience  privileged  to  listen.  The  descriptions 
were  so  crystal  in  their  clearness  that  all  were  soon  dreaming  of  the 
blue  lakes,  vast  and  innumerable,  the  towering  mountains  of  majesty 
and  power,  the  broad  rivers  white  flecked  with  commerce  or,  best  of  all, 
the  wide  flung  prairie,  that  the  speaker  loves,  covered  with  the  flowers 
of  spring.  America  seemed  more  beautiful  than  ever  before  and  there 
sprang  up  a  new  and  passionate  love  for  this  glorious  land,  our  heri- 
tage from  a  loving  God. 

Through  the  whole  lecture  there  was  also  interwoven  a  note  of 
fervent  patriotism  that  reached  its  climax  in  a  tribute  to  the  flag,  an 
appeal  that  stirred  the  blood  and  dared  one  to  make  for  his  country  the 
supreme  sacrifice. 

COMMENCEMENT  DAY 

This,  the  first  Commencement  Day  of  Baker  after  the  University 
had  felt  the  full  effect  of  the  war,  was  characterized  by  an  atmosphere 
of  seriousness  and  earnestness  seldom  observed  in  our  time.  The  story 
of  Baker  today,  as  one  speaker  expressed  it,  is  the  story  of  the  empty 
sleeve.  The  great  service  flag,  with  its  more  than  two  hundred  fifty 
stars,  including  three  gold  stars,  decorating  the  center  of  the  rostrum, 
reminded  the  audience  of  Baker's  absent  sons,  as  did  also  the  receiving 
by  parents  or  relatives  of  the  diplomas  of  certain  graduates  called  to 
the  service.  Yet  everywhere  there  was  the  calm  feeling  that  Baker  was 
doing  her  duty  according  to  her  best  traditions. 

The  Commencement  address  was  given  by  the  Reverend  Lynn 
Harold  Hough,  A.M.,  D.D.,  of  Garrett  Biblical  Institute.  His  theme  was, 
"The  Four  Fortresses." 

Commencement  week  ended  most  pleasantly  with  the  University 
Luncheon  to  the  Graduating  Class.  A  pleasing  feature  of  the  after- 
dinner  talks  was  the  presentation  by  Mr.  Borden  Hoover,  president  of 
the  Senior  class,  to  Mr.  G.  B.  Lau,  of  a  gift  from  the  class.  Mr.  Lau, 
who  is  one  of  two  meritorious  students  from  China  among  Baker's 
graduates  of  this  year,  responded  most  happily  and  feelingly.  Presi- 
dent Lough  then  called  upon  other  guests  for  informal  talks,  and  all 
assembled  were  delighted  with  the  responses  made  by  former  Presidents 
Gobin,  Mason,  Weatherby  and  Quayle,  by  Dr.  Porter  and  by  Dr.  Hough. 

The  spirit  of  pleasant  memories  of  the  past,  or  loyal  support  in  the 
present,  and  of  confidence  in  the  future,  pervaded  the  expressions  of  all 
friends  and  graduates  of  Baker. 


51 


List  of  Delegates 


HARVARD  UNIVERSITY 
Orville  Hayes  Martin,  A.B.,  LL.B. 

ILLINOIS  COLLEGE 
Willakd  Hayes  Garrett,  B.S. 

OBERLIN  COLLEGE 
Louis  Upton  Rowland,  Mus.B. 

DEPAUW  UNIVERSITY 
Vice-President  Hillary  Asbury  Gobin,  LL.D. 

OHIO  WESLEYAN  UNIVERSITY 
Irwin  Ross  Beiler,  S.T.B. 

BALDWIN-WALLACE  COLLEGE 
Dean  Osmon  Grant  Markham,  Litt.D. 

MOUNT  UNION  COLLEGE 
Thomas  W.  Roach,  A.M. 

STATE  UNIVERSITY  OF  IOWA 
The  Reverend  Harry  Francis  Dorcas,  A.B. 

CORNELL  COLLEGE 
Raymond  Asa  Kent,  A.M. 

KANSAS  STATE  AGRICULTURAL  COLLEGE 
Ralph  Ray  Price,  A.M. 

THE  UNIVERSITY  OF  DENVER 
Chancellor  Henry  Augustus  Buchtel,  LL.D. 

CENTRAL  WESLEYAN  COLLEGE 
The  Reverend  George  H.  Woestemeyer,  A.B. 

WASHBURN  COLLEGE 

Mrs.  Parley  Paul  Womer 

Mrs.  Duncan  Lendrum  McEachron 

OTTAWA  UNIVERSITY 

President  Silas  Eber  Price,  D.D. 

Milan  Lester  Ward,  D.D. 

Vice-President  William  B.  Wilson,  M.S. 

THE  UNIVERSITY  OF  KANSAS 
Edmund  Howard  Hollands,  Ph.D. 

CARLETON  COLLEGE 
President  Donald  John  Cowling,  Ph.D. 

DREW  THEOLOGICAL  SEMINARY 
The  Reverend  James  Alexander  Stavely,  D.D. 


52 


THE  COLLEGE  OF  EMPORIA 
Dean  Conrad  Vandervelde,  A.M. 

MISSOURI  WESLEYAN  COLLEGE 
President  Cameron  Harmon,  D.D. 

KANSAS  WESLEYAN  UNIVERSITY 
Vice-President  Albert  H.  King,  M.Ped. 

NEBRASKA  WESLEYAN  UNIVERSITY 
Dean  Bertram  Everett  McProud,  A.M. 

MIDLAND  COLLEGE 
President  Rufus  B.  Peery,  D.D. 

SILOAM  COLLEGE 
Dean  Isaac  L.  Lowe,  Ph.D. 

GEORGE  R.  SMITH  COLLEGE 
President  Robert  Benjamin  Hayes,  A.M. 

PUBLIC  INSTRUCTION  IN  KANSAS 

Superintendent  Wilbert  Davidson  Ross,  A.M. 

AMERICAN  BIBLE  SOCIETY 
The  Reverend  J.  F.  Boeye,  D.D. 


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11513765 


The  Baker  University  Bulletin 


Vol.  XVIII       Baldwin  City,  Kansas,  November,  1918       No.  4 


Entered  at  the  Postoffice,  Baldwin  City,  Kans.,  as  second-class  mail  matter. 
(Act  of  July  16,  1894) 


